Thesis

PERCEPTION OF TEACHERS ON THE INTEGRATION
OF ICT IN THE ESL CLASSROOM IN SELECTED

SCHOOLS IN SHAH ALAM
SITI MAIZURAH MANSOR

2002330735
FACULTY OF EDUCATION
UNIVERSITI TEKNOLOGI MARA
SHAH ALAM
2007

2002330735
SHAH ALAM
2007

2002330735
AN ACADEMIC EXERCISE SUBMITTED IN PARTIAL

FULFILLMENT FOR THE DEGREE OF BACHELOR
OF EDUCATION (HONOURS) IN THE TEACHING OF
ENGLISH AS A SECOND LANGUAGE (TESL)
SHAH ALAM
2007
SHAH ALAM
2007
PERCEPTION OF TEACHERS ON THE INTEGRATION OF ICT IN THE

ESL CLASSROOM IN SELECTED SCHOOLS
IN SHAH ALAM
LATIHAN ILMIAH INI TELAH DIKEMUKAKAN UNTUK MEMENUHI

SEBAHAGIAN DARIPADA SYARAT UNTUK MEMPEROLEH IJAZAH
SARJANA MUDA PENDIDIKAN DALAM PENGAJARAN BAHASA
INGGERIS SEBAGAI BAHASA KEDUA (TESL) DENGAN KEPUJIAN
______________________________ ____________
PN. NORSIAH SIRUN TARIKH
(PENYELIA)
______________________________ ____________
PROF. MADYA DR. NORMAH ABDULLAH TARIKH
(DEKAN FAKULTI PENDIDIKAN)
i
DECLARATION
“I hereby declare that the work of this exercise is mine except for
the quotations and summaries that have been duly acknowledged.”
__________ ____________________________
DATE NAME: SITI MAIZURAH MANSOR
STUDENT ID: 2002330735
PENGAKUAN
“Saya akui karya ini adalah hasil karya saya sendiri kecuali nukilan
dan ringkasan yang setiap satunya telah saya nyatakan
sumbernya.”
__________ ____________________________
TARIKH NAMA: SITI MAIZURAH MANSOR
NO PELAJAR: 2002330735
ii
ACKNOWLEDGEMENT
“In the name of God, the Most Gracious and Most Merciful”
First and foremost, I would like to thank to Allah for allowing me to finish
this thesis as required. Without his blessings and helps, I would not be able to end
this torment. Alhamdulillah, thank you Allah for giving me patience and strength
through out the journey. It is you who I hold on to.
I would also like to present my humble gratitude to my supervisor, Pn.

Norsiah Sirun, who always showed me the right path to finish this research. Her
patience and understanding allowed me to work at my own pace. Thank you madam
for the guidance.
Not forgotten, my parents who never stop praying for my blessing and
success. Without them I would not be here. Equally important, to my housemates
and friends, you were always by my side when I needed you. Thank you very much
Sarina, Yasmin, Adik, Eimah, Pura, Umi and Jerd, Zurin, Zue and Nad, your
understanding and motivation kept me moving forward to the end. Syukron Jazilan.
I would also like to dedicate my appreciation to the teachers from Sek. Men.
Seksyen 24, Sek. Men. Seksyen 19 and Sek. Men TTDI Jaya. Without them I would
not be able to finish this thesis. Alhamdulillah.
Last but not least, I dedicate this thesis to my late brother, Mohd Syukur
Mansor. His prayer for my success keeps me awake from my dreams. He is my
inspiration. Though he is not here, his words when he was alive show me the way.
Wassalamualaikum.
Siti Maizurah Mansor,

May 2007.
iii
ABSTRACT
ICT is playing an important role in education currently. With its

advancement, it provides vast opportunity to be explored by ESL teachers
into the ESL classroom. Therefore, this study intends to find out the
availability of ICT facility in secondary schools in Malaysia and that
whether it is being integrated into the ESL classroom. This study also aims
to investigate whether ICT helps the teaching and learning process as well
as help to stimulate and motivate students to learn. This study was
conducted at three selected schools around Shah Alam. The schools were
Sek. Men. Seksyen 19 Shah Alam, Sek. Men. Seksyen 24 Shah Alam and
Sek. Men TTDI Jaya. Ten teachers were chosen randomly from each school
to participate in the research. This research was conducted based on 4
research questions, which are: 1) Is there ICT facility available in those
schools? 2) Is ICT being integrated into the ESL classroom or not? 3) Does
ICT help the teaching and learning process in ESL classroom? 4) Does ICT
motivate or stimulate students to learn? Therefore, it can be concluded that
ICT facility is indeed available in those schools. Even more, it was found
that ICT was not only being integrated into the ESL classroom, but it also
helped the teaching and learning process as well as motivating students to
learn. Thus, the researcher recommends that a computer laboratory
specifically designed for ESL classroom to be built. It is also recommended
that a specific period of time allocated for teachers to utilize ICT in ESL
classroom.
iv
ABSTRAK
Teknologi Komunikasi dan Maklumat (ICT) sedang memainkan

peranan yang penting dalam pendidikan hari ini. Dengan kemajuan
teknologinya yang hebat, ia membuka peluang yang lebih luas kepada guru-
guru untuk meneroka kecanggihannya dan keberkesanannya di dalam kelas
Bahasa Inggeris sebagai Bahasa Kedua (ESL). Oleh itu, objektif kajian ini
adalah untuk menyiasat samada kemudahan ICT terdapat di sekolah dan
ianya digunakan di dalam kelas ESL. Kajian ini juga bertujuan untuk
menyiasat samada ICT dapat membantu proses pengajaran dan
pembelajaran disamping dapat meransang para pelajar untuk belajar. Kajian
ini telah dijalankan di tiga buah sekolah di sekitar Shah Alam. Sekolah-
sekolah tersebut ialah Sek. Men. Seksyen 19, Sek. Men. Seksyen 24 dan
juga Sek. Men. TTDI Jaya. Sepuluh guru telah di pilih secara rawak dari
setiap sekolah untuk menyertai kajian ini. Kajian ini di laksanakan dengan
berpandukan empat soalan kajian, iaitu: 1) Adakah terdapat kemudahan ICT
di sekolah-sekolah tersebut atau tidak? 2)Adakah ICT disepadukan di dalam
kelas ESL atau tidak? 3) Adakah ICT membantu proses pengajaran dan
pembelajaran? 4)Adakah ICT memotivasi dan meransang para pelajar untuk
belajar? Berdasarkan ini, bolehlah disimpulkan bahawa kemudahan ICT
sememangnya terdapat di setiap sekolah. Tambahan lagi, ICT tidak sahaja
disepadukankan di dalam kelas, malahan ia juga meransang para pelajar
untuk belajar. Oleh itu, pengkaji mencadangkan supaya sebuah makmal
komputer dibina khas untuk kelas ESL. Selain itu, satu tempoh masa khusus
harus di sediakan kepada guru-guru untuk menggunakan ICT di dalam kelas
ESL.
v
TABLE OF CONTENT
PAGE
Pengakuan/Declaration i
Acknowledgement ii
Abstract iii
Abstrak iv
Table of Content v
List of Tables viii
CHAPTER 1: INTRODUCTION
1.0 Introduction 1
1.1 Background 2
1.2 Statement of Problem 3
1.3 Objectives of Study 4
1.4 Purpose of Study 5
1.5 Significance of Study 5
1.6 Research questions 6
1.7 Limitation of Study 6
1.8 Delimitation of Study 7
1.9 Definition of Term 7
CHAPTER 2: LITERATURE REVIEW
2.0 Introduction 8
2.1 Benefits of Integrating ICT 11

vi
2.2 Multimedia and Internet 13
2.3 Previous research 15
2.4 Conclusion 17
CHAPTER 3: RESEARCH DESIGN
3.0 Introduction 19
3.1 Research Design and Methodology 20
3.1.1 Subjects 20
3.1.2 Instruments 20
3.1.3 Procedure 21
3.1.4 Data Analysis 22
CHAPTER 4: PRESENTATION & ANALYSIS OF DATA
4.0 Introduction 23
4.1 Analysis of Questionnaire Responses 25
4.1.1 Questionnaire Responses on Section A 26
4.1.2 Questionnaire Responses on Section B 29
4.1.3 Questionnaire Responses on Section C 32
CHAPTER 5: ANALYSIS OF FINDINGS, SUMMARY, CONCLUSION
& RECOMMENDATIONS
5.0 Introduction 47
5.1 Analysis of Findings 47

vii
5.1.1 Research Question 1 48
5.2 Summary 50
5.3 Conclusion 52
5.4 Recommendations 54
5.4.1 Specially allocated time for ICT in ESL classroom 54
5.4.2 Allocation of a room specifically designed for ICT in ESL 55
Classroom in schools
5.5 Suggestion for Future Research 55
LIST OF REFERENCES 57
APPENDIXES
A. Appendix 1: Sample of Questionnaires 60

viii
LIST OF TABLES
TABLES PAGE
Table 1:Age of Respondents 26
Table 2: Gender of Respondents 27
Table 3: Qualification of the Respondents 27
Table 4: Teaching Experience of Respondents 28
Table 5: English Teaching Experience 28
Table 6: Is there Any Computer Lab in Your School? 29
Table 7: How Many Computer laboratories Are There? 30
Table 8: How Many Computers Are There in the Computer Laboratories? 30
Table 9: Is Internet Service Available in Your School? 31
Table 10: Are There multimedia Courseware CDs? 31
Table 11: I Use Computer as My medium Of Instruction 32
Table 12: I Use Internet as my Medium Of Instruction 33
Table 13: My Students Will Learn More When I Use Computer 34
Table 14: My Students Will Learn More When I Use Internet 34
Table 15: It is Effective When Integrating Computer in Teaching English 35
Table 16: My Students Will Be Motivated to Learn English 36
Table 17: The Lesson Will be More Interesting When Using ICT 37
Table 18: ICT Will Stimulate Students to Respond 37
Table 19: Using ICT for Writing Lesson Is Interesting 38
Table 20: Using ICT for Reading Lesson Is Interesting 38

ix
Table 21: Using ICT for Speaking Lesson is Interesting and Enjoyable 39
Table 22: Using ICT for Listening Lesson Is Interesting and Fun 40
Table 23: My Students Listening Activity When I Integrate ICT 40
Table 24: ICT Provides Authentic Activities 41
Table 25: My Students Learn Authentic Language When I Integrate ICT 42
Table 26: I Always Conduct Language Games Using Multimedia Courseware 42
CDs
Table 27: I Like to Conduct Language Games by Using Internet 43
Table 28: In The Future I Will Keep Using The Computer / Multimedia 44
Technology and Internet in My Teaching
Table 29: I Could Create Interesting Lesson and Effective Lesson When Using 44
ICT
Table 30: Teachers Should Integrate ICT in The Teaching 45
Table 31: ICT Helps Teacher to Have Better Teaching 46

1
CHAPTER 1
INTRODUCTION
1.0 Introduction
Teaching is not an easy task as teachers are not only acquired to impart
their knowledge to students, but they also need to make sure that the knowledge
imparted has a great effect on the students. However, every student is different in
terms of interest, learning span, and also proficiency levels. It is the teachers’ job
to determine the lesson to be interesting and enjoyable. But still this is not
enough for teachers to have effective teaching, unless they have good approaches
in tackling their students.
According to Brown (2001), Richards and Rogers (1987) states that in

teaching and learning process, it is important for teachers to choose the right
approach to be used, as any particular approach used would affect the whole
teaching and learning process. It is also stated that approach is an important
factor in language learning and language theory that underlies a method. Thus,
choosing the right approaches in teaching would determine the success of the
teaching and learning. However, according to Celce-Murcia (1999), an approach
2
is a broader view rather than method and technique. But method as she adds is a
form of procedures that guide the teaching of language. Nevertheless, technique
is more specific as compared to both approach and method since it focuses on
how a particular activity or mechanism is used while teaching either a second or
foreign language. Therefore, in ESL classroom, it is important for the teachers to
use suitable techniques in their lesson in order to make sure that their teaching
effective.
1.1 Background
Today, ICT is a common phenomenon among the society. Everybody

acknowledges the importance of ICT in today’s life. It is not only about getting
information, but also about learning. Brown (2001) states that computer is an
interactive audio and visual technology in which it could enhance the teaching
and learning process to be fun, interactive, cooperative as well as effective in
imparting linguistic values.
Nowadays, the use of ICT seems to evolve from informational basis into
educational means. Thus, that is why the implementation of ICT in the teaching
of English is highly encouraged in Malaysia nowadays (Samuel & Zaitun, 2006).
Nooreen (2004) states that computer technology would play both the medium of
instruction as well as the subject of instruction. This is because the teachers could
use ICT to help them teaching the lesson in which ICT plays the role as the audio
visual aids. Besides that, teacher could also use ICT as a subject of the lesson
itself, for example in teaching the students how to write an email. Although the
implementation of ICT in the language classroom could be challenging, but with
smart application, it would help teachers to prepare and plan the language lesson
3
easily (Urai Salam, 1999). Simultaneously, teachers would have the opportunity
to create interesting materials.
Norhayati and Siew (2004) state that, the integration of ICT in the
classroom would provide big advantages and opportunities to the learning
process and also to the learners. Students would not only be able to practice their
language skills but they would also have the opportunity to explore new
knowledge in the world of ICT and technology. Hence, the integration of ICT in
ESL classroom is an effective way to improve the teaching and learning process.
1.2 Statement of problem
Learning English as a Second Language is not an easy task. Second

Language Learners will encounter many difficulties while learning the language.
There are a lot of factors to consider in order to ensure that the teaching of
English as a second language to be successful. In ESL classroom, there are
varieties of techniques are being introduced in order to make sure that the
teaching and learning process to be effective. In Malaysia, teachers are
encouraged to apply different techniques in their teaching so that the lesson
would be more interesting, meaningful and successful (Huraian Sukatan
Pelajaran KBSM Bahasa Inggeris Tingkatan 1, 2003). Therefore, it is very
important for teachers to know a variety of effective techniques of teaching, as
they will help them to create good and effective lessons.
Hence, that is why in Malaysia presently the implementation of computer

in the teaching of English is very much encouraged by the government (Huraian
Sukatan Pelajaran KBSM Bahasa Inggeris Tingkatan 1, 2003). The use of
multimedia technology in the classroom is a new transformation in today’s
4
education. As stated by Neo (2005), this transformation is actually based on the

reformation occurred two decades ago in the United States educational systems.
It is due to the consciousness that has arisen in the society which aims for a more
students-centered classroom and improvement in students’ achievement (Neo,
2005).
Our educators today are very conscious about students’ achievement in

mastering English language as well as the use of ICT in the classroom (Nooreen,
2004). As Brown (2001) states, when computer came into the education scene, it
brought forward a new hope for the teaching profession. When the computer
technology evolved, people in the educational system believed that better
linguistic input and output, feedback, student collaboration, interactivity and fun
can be offered. Therefore alongside the development of the technology that is
believed as a new reformation in education, the society hopes that this
technology can be transferred into the school today so that the future generations
would not only be good at mastering English, but can also be an ICT
(Information Communication Technology) literate. And this, consequently, is
what the government aiming for in the year of 2020 (Huraian Sukatan Pelajaran
KBSM Bahasa Inggeris Tingkatan 1, 2003).
1.3 Objectives of the Study
The objectives of the study are:

1) To find out whether the ICT facility is available in the schools.
2) To investigate whether ICT is being integrated into the ESL classroom.
3) To investigate whether ICT helps the teaching and learning process in
ESL classroom.
4) To investigate whether ICT could motivate and stimulate students to learn
English.
5
1.4 Purpose of study
The purpose of this study is to find out whether ICT facilities are being
provided by the Ministry of Education or the schools. Besides that, it is aimed to
investigate whether ICT is being integrated in the ESL classroom. This study
also means to find out whether ICT helps the teaching and learning process in
ESL classroom. Moreover, this study is also hoping to find out whether the use
of ICT would make the ESL classroom interesting. Last but not least, this study
hopes to find out whether ICT can motivate and stimulate students to learn
English.
1.5 Significance of study
It is hoped that this study will benefit prospective researchers, ESL

teachers, schools and the Ministry of Education. It is also hoped that the findings
of the study could be used to identify whether the integration of ICT in ELT is
worthy and valuable to be implemented in Malaysia’s Secondary school.
Equally important, the data gathered from this study could be used to
investigate whether there are enough computer laboratories in schools and that
the computer laboratory is conducive enough for ELT to take place. Moreover, it
is hoped that the data could give a clearer view on the use of ICT in ELT in
Malaysia’s Secondary school. The responses gathered would give a better insight
on what is happening in the real situation.
6
This study intends to propose that a specially designed computer

laboratory for ELT to be set up in every secondary school in Malaysia. This is to
ensure that better teaching and learning process can be implemented in the
secondary schools. It is hoped that, this study could be an eye opener for the
society and the authority on the significance of ICT in teaching and learning
process especially in ESL classroom.
1.5 Research questions
The research questions are:

1) Is there ICT facility available in those schools?
2) Is ICT being integrated into the ESL classroom in those schools or not?
3) Does ICT help the teaching and learning process in ESL classroom?
4) Does ICT motivate and stimulate students to learn English?
1.7 Limitation
This study is carried out with several limitations. Since this study is
focused on the integration of ICT in ESL classroom, therefore the results of the
findings are only applicable for English teachers. More over, the results might be
different to other English teachers in other areas or states. Besides that, this study
could only be conducted to teachers whose major is English with at least one
year of teaching experience.
7
1.8 Delimitation
The study is limited to thirty English teachers from three schools around
Shah Alam. Hence, the results of this study are only relevant to those schools.
1.9 Definition of Terms
ICT- Information Communication Technology

Technology- a sophisticated machine that covers everything from audio players
to video players; which is computer.
Internet- a large system connecting computers around the world which allows
people to share information and communicate with each others.
Multimedia- a communication technology that combines audio, visual, music and
moving and still pictures.
Integration- the combination of the use of ICT in the teaching and learning of
English as a Second Language classroom.
Perception- teachers’ opinions or insights on certain issues.
ESL- English as a Second Language.
Chat- a friendly informal way discussion available in the internet to be accessed
by people.
8
CHAPTER 2
LITERATURE REVIEW
2.0 Introduction
English as a Second Language classroom today has actually undergone

various stages of technological advancement. As quoted by Ruba and Abdallah
(2006), Sandholtz (1997), stated that the integration of technology is divided into
five phases which are entry, adoption, adaptation, appropriation and invention. In
the early stage which is the entry stage, the traditional method was a common
practice in those days where by the instructional activities were more teacher
centred activities. In the adoption stage, the traditional methods were still in
practice but group activities were also implemented in the teaching. The
activities in this stage were mainly on keyboarding, word processing and drill
and practice. Although in the adaptation stage, the traditional methods were still
the main approach in the teaching, students were given opportunity to use
computers in helping them with their homework. Meanwhile, the appropriation
stage showed a new way of integrating technology in which the technology
became a part of the teaching, while in the invention stage teachers became more
9
inventive in their teaching where the use of technology was varied according to
students interest and capability. And today, the latest technology is ICT of
Information and Communications Technology. From the reformation in the
western countries especially United States of America (USA), ICT has become
an important tool in teaching and learning processes. According to Neo (2004),
ICT has influenced teachers to the progression of new perception and innovative
teaching techniques. Nowadays, teachers use technology not only to help them
with their work but as a part of the teaching and learning process. With the
technology students would learn to use the language as well as the technology.
In ESL classroom, it is very important for teachers to create the most

interesting and effective lessons as possible so that the students would be able to
gain as much knowledge as they could. Therefore, by implementing ICT in the
ESL classroom, it is believed that the teaching and learning process would be
more efficient and enjoyable. Norhayati and Siew (2004) believe that ICT is the
most innovative and interesting technology by which it has contributed such
swift development in the field of computing, entertainment and education. This
development has opened the boundary that encircled these fields long ago. Thus,
ICT these days are not about keyboarding and word processing any longer, it is
actually about the access to the information needed. It is about everything that
people can get especially when Internet is a part of the technology.
ICT provides so many opportunities for the society to explore in which

they could get the access on computing, entertainment as well as education easily
and fast. Such development has created so many opportunities and challenges to
the society, which is actually a positive remark in preparing the society for
different situations whereby they will learn so many new things. It is hoped that
with this development, the society would be able to improve their life to
betterment. Hence, integrating ICT in the ESL classroom would create positive
10
outcomes for both the teaching and learning process as teachers and students will
not only get and learn unlimited knowledge from the ICT but they will also
improve their knowledge and life.
For that reason, ICT now plays as a purpose for having a better teaching
and learning atmosphere Neo (2004). This is hoped that the integration of content
and technology would provide a more efficient teaching and learning process in
which the teacher and the students could teach and learn effectively. According
to Kajee (2004), researchers of ICT and ESL believe that ICT would harmonize
the teaching and learning environment as well as promote equal participation
among the students. ICT is believed to help teachers to create not only interesting
lesson but also effective language classroom. With today’s technology, teachers
could present their lessons in the most interesting and effective ways which then
will let them have more opportunities to communicate with the students as well
as cooperate with them. Thus, this would enable teachers to balance their role
and the students’ role in the classroom where students would have more
opportunity to collaborate among themselves doing the activities in their
classroom.
Similarly, Nooreen (2004), states that integrating electronics environment

or ICT in language learning would create a more complex system as compared to
traditional media technology. ICT produces wider chances for teachers and
students to explore both technology and language. It is clearly seen that ICT
provides so many advantages for teachers in imparting knowledge and
information to the students. It will not only help teachers to create the most
successful lessons but it also enables the students to work in their own capability.
ICT help teachers to help students learn independently. As a result, the teaching
and learning process would be more students centred or directed which in turn
will provide a great deal of opportunity for students to learn at their own pace.
11
2.1 Benefits of Integrating ICT
Together with the development of ICT, teachers’ role in today’s

classroom is also changing. English teachers today are no longer teaching the
language alone as they have to integrate or implement new technology in their
teaching. Czerniewicz and Brown (2005) state that ICT provides opportunities to
improve the teaching and learning processes in which it enhances competency
and offers new chances for learning through facilitation. Furthermore,
Czerniewicz and Brown believe that ICT can institutionalize the differences in
students’ learning styles and set aside the barriers in students’ language learning
by providing broadened opportunities and individualized learning experiences.
Since ICT promotes independent learning in the classroom, students will be able
to learn at their own pace and proficiency. This will help weak students to catch
the lesson as much as the good students. Therefore, the barrier between weak and
strong students could be lessened.
Nooreen Noordin (2004) acknowledges that teachers today could no

longer overlook the responsibility to teach students with new technologies as
technology this day has evolved and becoming increasingly important in our life.
This is because, teaching the students the use of ICT in part of language
activities, will prepare them to be ICT literate in the future. Hence, teachers
should not ignore the needs of being ICT smart as it is their obligation today to
prepare themselves with sufficient knowledge on ICT. This is to ensure that they
could impart adequate information to the students alongside with the ICT
development itself. Therefore it is essential for teachers to make sure that
students could master both skills steadily as this would help them in the
upcoming days. If students could not master both skills in ICT and language they
would not be considered literate and this could give a very bad impact to them
the later on.
12
Although implementing ICT into the ESL classroom seems very

challenging, it can be considered as a gold mine when English teachers dare to
take the challenge. This is because there are so many exciting potential for
teachers to explore and improve in terms of teaching and also in supporting ICT
itself. Moreover, Kuang and Hsuan (2000) suggest that appropriate integration of
ICT in the language classroom would promote significant benefits to students.
These benefits covers eight areas which are experiential learning, motivation,
enhanced students’ achievement, authentic materials for study, greater
interaction, individualization, independence of single source of information, and
global understanding. In experiential learning, students will be able to learn on
their own and to do things on their own. Thus they get new experiences on their
own. Besides that, students’ motivation will also increase as they could
independently learn new information especially on things that they are interested
in.
With the authentic materials freely provided in the Internet, students

could easily get the access either at home or at school. Besides that, Internet also
allows its user to interact among themselves either via E-mail or chat room. This
somehow will indirectly let students to practice their language skills with their
classmates or even with the native speakers. Since students could freely learn at
their own pace, their inhibition could also be lessened and this will truly help
those weak students to improve themselves while simultaneously those good
students will also be able to enjoy the lesson. Internet provides free access to
students. Therefore, they don’t have to rely on the text book or the materials
given by their teachers only as they could get more sources from the Internet. In
addition, students’ global understanding could also be improved as they get to
know the other side of the world. Hence, Samuel and Zaiton (2006) believe that
ICT does not only increase students’ self esteem and confidence but it also
enables them to be more interactive and cooperative during the class activities.
Since students are learning at their own pace, their anxiety about themselves is
13
lessened. Thus, they will have more confidence to interact with other students in
the class and simultaneously promotes good collaboration among the students.
2.2 Multimedia and Internet
Today, computer, multimedia and the Internet are three main components
of ICT. Multimedia and the Internet provide so many interesting ideas for
teachers with activities and information that will prepare them to be ICT smart in
the future. Ruba and Abdallah (2006) state that although computer mediated
communication (CMC) in the foreign language classroom is still new, it is
believed that it indeed has some advantages in the teaching. Hence, teachers
should not ignore the needs of being ICT smart any longer as it is their obligation
today to prepare themselves with enough technology involving the ICT. This is
to ensure that ample information could be imparted to the students alongside with
ICT development itself. According to Kuang and Hsuan (2000), today the
Internet advancement has brought a new revolution for the language teaching and
learning where by the language tools provided in the Internet are becoming more
steadfast. Kuang and Hsuan (2000) state that there are varieties of applications
available in the Internet that is so useful to be used in foreign language classroom
especially in EFL and ESL classroom. And this is supported by Singhal (1997)
that Internet supplies so many supplemental language activities not only for
teachers but also for students to practice. This somehow will enable them to learn
and use the language in the most meaningful and authentic way.
As proven by Neo (2004) in her study, it is shown that teacher when

implementing the ICT technology, would be able to act as a facilitator as
compared to other traditional method teachers who would control the whole
class. When teachers act as a facilitator, students would be able to refer to their
14
teacher for consultation when they encounter any problem. Ruba and Abdallah
(2006) again claim that ICT provides more practices in writing skills, supports
cooperation among students and enhances peer reviewing. This is such a good
option for teachers, as they do not have to spend much time on guiding the
students. It is also shown that by using ICT technology like Web technology, the
teacher and students are enabled to communicate with each other more
effectively. Due to this, Nooreen (2004) suggests that ESL teacher while looking
at the value of ICT, they should rethink the meaning of literacy as a whole as
ICT is no longer in isolation from the language components. This is because, in
the ICT world, English is the main language for communication as well as
application. Therefore, in order to use ICT, one must understand the language.
Consequently, taking into consideration of the Internet as part of ICT, it

shows that ESL and ICT nowadays are integrated since English is the lingua
franca in the Internet world. Thus, there is a symbiosis between these two
components in which if students failed to master English, they would seemingly
have difficulty in mastering ICT. Therefore, according to Nooreen (2004) the
meaning of literacy has changed. This means that, literacy is to be able to use the
language which is English simultaneously with electronic or computer
technology. As a consequence, teachers should reconsider the meaning of
literacy since today in being literate is not merely about being able to read and
write. Literacy now means to be able to use language within the ICT itself
whereby students would not only be able to surf the Internet but also apply the
knowledge provided on their own interest.
Apart from this, Nooreen (2004) adds that ESL teachers must explore the
world of ICT. There is vast information for ESL teachers to explore and take into
advantage for the students’ benefits. Acording to Adelina, Hartharan, and
Ibrahim (1997), multimedia could help teachers to create interesting and
15
rewarding lessons with students interacting and collaborating with each other
while at the same time giving them a wide access of resources. In the same
manner way, Internet provides ESL teacher and learners with information about
the teaching and learning ESL (Tunku Mohani and Zoraini, 1998). For this
reason, ESL teachers should not ignore these two components as they could help
teachers with their teaching. By using multimedia and the Internet, the teaching
and learning of ESL would shift into a new view where it is more interesting,
interactive and creative. ESL teachers should not depend on the traditional
technology only as the Internet and multimedia could provide them with more
current resources, information and knowledge in which could help teachers to
create more creative, innovative and interesting lessons.
2.3 Previous Research
There are several researches that are closely related to this study. These
researches would give an overview over the issue of ICT.
Samuel and Zaitun (2006) in their research entitled “The Utilization and
Integration of ICT Tools in Promoting English Language Teaching and Learning:
Reflections from English Option Teachers in Kuala Langat District, Malaysia”
report that English lessons that integrate multimedia applications can put forth
influential motivation and supply uninterested students with thrilling new ways
to learn. The exploitation and integration of ICT tools can indeed support
students in acquiring English Language proficiency as well as improve the
quality of their learning knowledge. This paper first examines the current
situation of English language teachers on ICT integration and tries to conclude if
ICT skills of English language teachers that in the light of existing
communications conveniences are sufficient to encourage English language
16
teaching and learning. The researchers then come across at some of the obstacles
faced by English language teachers in ICT integration and finally, the researchers
recommend that teachers should implement interactions in order to enhance the
learning of English.
Apart from this, a study was conducted by Rafiza & Adelina (2004), on
the advantages of the exploitation of ‘dialogue journal’ through e-mail
technology in developing students’ writing skills in the English Language and
how its use can improve the teaching and learning of the English Language in the
Malaysian secondary schools. Further more, this paper also talks about the
prospective of e-mail, and how it can be an interesting teaching and learning
medium that can help to heighten up interest among the students and help to
improve their learning. It is also stated that there are not many studies have been
conducted to establish the potential of the use of dialogue journal through e-mail,
especially in the Malaysian context of educational language research. The
researchers state that there are many research prospects for us to explore so that
we can understand the advantages of such technology in enhancing the students’
interest, the level of student-teacher interface and standard of writing in
Malaysia.
Norlida and Supyan (2004) conducted a study on how e-learning help

learners in a writing course. This study discusses on the learners’ perception on
language attitude on the degree of helpfulness of the web-based language
learning activities. There were twenty students from private institution of higher
learning involved in this research. From the findings, it is found that e-learning is
a useful tool to enhance learners’ writing skills. As a result, it can be seen that
there are some positive changes in students’ attitude and motivation in the
learning.
17
Equally important, Nor Azilah and Mona (2006) in their research discuss
the needs of secondary school teachers when using ICT in the classroom. This
study is also aimed to identify the problems faced by the teachers when
implementing ICT in their classroom. The study is also aimed to investigate the
secondary school teachers’ needs in becoming competent ICT users. Hence, there
were about 1200 sets of questionnaire distributed to secondary school teachers
from 44 schools in the Northern region of Malaysia. The result of the findings
shows that the teachers are not confident to integrate ICT in their lesson due to
their lack of necessary ICT skills.
2.4.1 Conclusion
In conclusion, ICT and ESL are not two different subject matters anymore, as
both ICT and ESL now goes hand in hand walking together alongside with the
technology development. English is the main language in the ICT world, therefore
ESL teachers should not neglect the importance of mastering ICT among the
students as later on they will encounter this technology somehow. Thus, students
should be prepared with this knowledge earlier in school so that when they enter the
real world, they have had the knowledge. Ybarra and Green (2003) believe that ICT
is an effective tool for teachers to use in teaching English. This is because, it
provides valuable language experiences for the students. Furthermore, when the
students are furthering their study in the higher educational institution, they will be
well prepared as at this level ICT knowledge is a great advantage for students.
Consequently, the notion of literacy is no longer about being able to read and write
but also the ability to apply the language within the context of ICT itself. Thus, ESL
teachers should start facilitating themselves with this knowledge besides the
knowledge as language teachers.
18
Equally important, in reference to the previous researches above it can be

concluded that ICT indeed plays a significant role in Malaysian secondary schools.
Due to the awareness of the benefits of the use of ICT, it can be seen that many
secondary schools have been equipped with ICT facilities. Although the integration
of ICT in the teaching and learning process is still new, the teachers admit that ICT
could help them teach better. Samuel and Zaitun (2006) admit that integrating ICT in
ESL classroom can help students improving their language skills as well as exposing
them to better language learning experience. Even more, students’ attitude towards
English Second Language learning could also be changed. This is proven by Norlida
and Supyan (2004) in their research as the result of the research shows that with the
integration of ICT in the writing course has changed students’ negative attitude and
heightened their motivation in learning. Due to this, more research on the integration
of ICT should be done. As mentioned by Rafiza and Adelina (2004), ICT with its
huge areas, offers vast opportunities for us to explore and search. It is hoped that
with many researches conducted will help teachers, schools and the Ministry of
Education find better ways to integrate ICT in the ESL classroom. As stated by Nor
Azilah and Mona (2006), although some schools have no problems in terms of ICT
facilities, due to teachers’ lack of knowledge on the ICT skills, the integration of ICT
into the ESL classroom is not done at full. Therefore more researches should be done
in order to make sure that the integration of ICT can be done successfully.
19
CHAPTER 3
RESEARCH DESIGN AND METHODOLOGY
3.0 Introduction
This study is about the perception of teachers on the integration of ICT in

the ESL classroom. The aim of this study is to find out whether ICT facilities are
being provided by the Ministry of Education or the schools. It is also aimed to
investigate whether ICT is being integrated into the ESL classroom. Thus, the
subjects of this study are English teachers from schools in Shah Alam area who
have at least one year of teaching experience. The teachers’ opinions are very
significant for this study as it will help the researcher to see the real situation in
school. This chapter would also show the methods used in gathering the data and
information from the subjects of the study.
20
3.1 Research Design and Methodology.
3.1.1 Subjects
The subjects of this research are 30 teachers from three secondary

schools in Shah Alam. They are chosen because the schools are convenient for
the researcher to distribute the questionnaires. Since the schools are in the same
area, the teachers might share several problems in the implementation of ICT.
Apart from this, the subjects are not selected based on their ethnicity, age and
gender. This is because, the objectives of this study is to investigate whether ICT
is integrated into the ESL classroom. Therefore, it is the response that counts for
the study. Hence, the respondents are selected by based on three criteria which
are the willingness to participate and cooperate, capability of giving effective
responses to the study and lastly having teaching experience of at least one year.
3.1.2 Instruments
In this investigation, the instrument used for this study is survey

questionnaire. Survey questionnaire has been used as a main procedure to gather
information and collect data for this study. This is because, it is easier to conduct
and to obtain information needed from a big number of participants. Thus, a
survey questionnaire entitled ‘Perception of teachers on the integration of ICT in
ESL classroom’ was developed for this study. The data obtained from the
questionnaire will be presented in the form of quantitative data.
21
The questionnaire contains of three sections altogether namely Section A,

Section B and Section C. Section A is the demographic profile of the subjects
chosen for this study. This section consists of four general questions that focused
on the subjects’ background. Section B consists of four questions. The questions
asked in this section means to investigate whether there are any computer
laboratories and Internet service in the respondents’ schools. While in Section C,
there are 21 questions altogether. These questions are derived from the research
questions. This section is crucial for the study, as it would determine the whole
aspects of the research.
3.1.3 Procedure
In this study, 30 questionnaires will distributed to 30 teachers from three

schools in Shah Alam. The schools are Sekolah Menengah Kebangsaan Seksyen
19, Sekolah Menengah Kebangsaan Seksyen 24 (2) and lastly Sekolah Menengah
Kebangsaan TTDI Jaya. The respondents will take approximately 10 minutes to
complete the questionnaire. They need to respond to all of the questions in the
questionnaire. The answers for the questions depend on the participant’s degree
of agreement and disagreement. The priority of this study is to know the
participant’s opinions, which are based on their own experience on the research
topic.
22
3.1.4 Data analysis
In this study, the quantitative method is used as the instrument in

analyzing the data. The data gathered from the study will be analyzed and
presented in the form of tables. With the final result, it is hoped that inferences
can be made pertaining to the research questions and several recommendations
could be generated for enhancement.
23
CHAPTER 4
PRESENTATION AND ANALYSIS OF DATA
4.0 Introduction
In this chapter, the discussion will be on the findings and the analysis of
the gathered data from a sample of secondary school teachers from three
secondary schools in Shah Alam. The schools are Sekolah Menengah
Kebangsaan Seksyen 19, Sekolah Menengah Kebangsaan Seksyen 24 (2) and
lastly Sekolah Menengah Kebangsaan TTDI Jaya. There were thirty sets of
questionnaire were distributed by the researcher but only twenty-nine sets were
returned. The findings of the gathered data from the given questionnaire will be
presented in tables. The tables will show the frequency and percentage of each
particular response. Meanwhile, the analysis of the data will be based on the
percentage of the responses. The data will also be analyzed according to the
purpose of the study and its research questions. Therefore, the sections in the
questionnaire will be analyzed separately in order to answer the research
questions.
24
It was earlier stated that the purpose of this study is to investigate the
perception of teachers on the integration of ICT in the ESL classroom. It is also
important to find out through the teacher’s experience in ELT, whether the use of
ICT could create interesting and fun language lessons. Besides that, the study
also means to find out whether ICT could motivate and stimulate students to
learn English. Therefore, 30 sets of questionnaire were distributed to secondary
school teachers at three schools in Shah Alam. It is hoped that from the responses
given these four research questions would be answered:
1) Is there ICT facility available at the school?

2) Is ICT being integrated into the ESL classroom?
3) Does ICT help the teaching and learning process in ESL
classroom?
The questionnaire consists of three sections. Questions in section A are

designed to investigate the demographic profile of the teachers or respondents.
This section also aims to investigate the experience that the teachers had
undergone. This information is important for the researcher to determine whether
it can influence the responses for the study.
Section B consists of questions that are meant to investigate the ICT

facilities provided by schools. This section is important because it can influence
the responses given by the teachers or respondents. The questions in this section
are designed to determine the availability and quantity of the ICT facilities at the
school. The questions in this section are close ended questions. This section is
meant to find answers for the research question “Is there any ICT facility
available at the school?”
25
Section C consists of questions regarding the respondents’ perception on

the integration of ICT in ESL classroom. In this section the respondents are
required to select their degree of agreement on the statements given. There are
twenty-one statements given in this section and the respondents will have to
choose either ‘strongly agree’, ‘agree’, ‘not sure’, ‘disagree’ or ‘strongly
disagree’. The statements put on this section are meant to elicit the respondents’
perception on the integration of ICT in the ESL classroom. The statements are
derived from these research questions:
1) Is ICT being integrated into the ESL classroom?

2) Does ICT help the teaching and learning process in ESL
classroom?
All of the responses given are expected to answer the research questions.
4.1 Analysis of Questionnaire Responses
The questionnaire consists of three sections which are Section A, Section

B and Section C. Section A is about the demographic profile of the respondents,
while Section B is meant to investigate on the availability of ICT in the schools
in which whether there are computer laboratory, internet services and multimedia
CD courseware provided by the schools. Meanwhile, Section C is aimed to
gather the data on the respondents’ perception on the integration of ICT in ESL
classroom. All of the responses will be analyzed according to the different
sections of the questionnaire.
26
4.1.1 Questionnaire Responses on Section A
Section A consists of questions about the demographic

data of the respondents. All of the respondents were chosen at
random in which ten teachers were chosen from each school.
Therefore, there are thirty teachers who responded to the
questionnaire. However, there were only twenty-nine of the
respondents returned the questionnaire to the researcher back.
These teachers are teaching in three schools in Shah Alam area.
The questions in this section are basically about the respondents’
age, gender, and highest qualification and experience in the
teaching field as well as in the teaching of English. Tables on the
next pages show the findings on the demographic data.
Age Frequency Percentage

Below 25 6 21%
26- 30 6 21%
31and above 17 58.6%
Total 29 100%
Table 1: Age of Respondents
Table 1 shows that twenty-one percent of the respondents

aged below 25 years old and between 26 to 30 years old. Majority
of the respondents are aged 31 years old and above with the total
of 57%.
27
Gender Frequency Percentage

Male 3 10%
Female 26 90%
Total 29 100%
Table 2: Gender of Respondents
Table 2 shows that ninety percent of the respondents are

female and only ten percent of the respondents are male. This is
because of the outnumbered female teachers at the schools.
Qualification Frequency Percentage

Diploma 0 0%
Bachelor’s Degree 28 97%
Masters Degree 1 3%
Total 29 100%
Table 3: Qualification of Respondents
From table 3, it can be seen that ninety-seven percent of

the respondents have bachelor’s degree and only three percent of
the respondents have master’s degree. This is because, the
minimum requirement for a teacher to teaching a secondary
school is that they must have at least a bachelor’s degree.
28
Teaching Frequency Percentage

Experience
1-3 years 9 31%
4-10 years 8 27%
11- 15 years 6 21%
More than 15 years 6 21%
Total 29 100%
Table 4: Teaching Experience of Respondents
From table 4, it can be seen that thirty-one percent of the

respondents have been teaching from one to three years. Other
twenty seven percent of the respondents have been teaching for
four to ten years and twenty-one percent of the respondents have
been teaching for eleven to fifteen years. There are six teachers
(20%) with teaching experience of more than fifteen years.
English Teaching Frequency Percentage

Experience
1-3 years 10 34%
4-10 years 9 31%
11- 15 years 4 14%
More than 15 years 6 21%
Total 29 100%
Table 5: English Teaching Experience of Respondents
Table 5 shows that thirty-four percent of the respondents

have been teaching English for one to three years. Another thirty-
one percent of the respondents have been teaching English for
four to ten years. Meanwhile, fourteen percent of the respondents
have been teaching English for eleven to fifteen years and this is
29
followed by another twenty-one percent of the respondents with

the English teaching experience of more than fifteen years.
4.1.2 Questionnaire Responses on Section B
Section B consists of six questions altogether. These

questions are derived from the research question ‘Is there ICT
facility available at the school?’ It is hope that this Section will
provide the answer for the research question. This section will
reveal the availability of ICT facilities provided by the schools.
Basically the questions are about the availability of computer
laboratories and the computers, Internet services and as well as
the multimedia CD courseware. With the exception for questions
two and three, all answers in this section will be ‘Yes’ and ‘No’.
Response Frequency Percentage

Yes 29 100%
No 0 0%
Total 29 100%
Table 6: Is there any computer lab in your school?
From table 6, it can be seen that majority of the

respondents stated that their schools have computer laboratory.
This is because today all schools have been equipped with a
computer laboratory by the ministry.
30
Only one 17 59%

Two 11 38%
More than three 1 3%
Total 29 100%
Table 7: How many computer laboratories are there?
Table 7 shows that the majority of the respondents’

schools are equipped with only one computer laboratory. While
thirty-eight percent of the respondents’ schools have two
computer laboratories and only three percents of the respondents
say their school has more than three computer laboratories. The
data indicates that there could be more than one computer
laboratory in a school.
Responses Frequency Percentage

Less than 20 9 31%
21-30 12 41.4%
30-40 5 17.2%
More than 40 3 10.3%
Total 29 100%
Table 8: How many computers are there in the
computer laboratories?
This table shows that thirty-one percent of the respondents

said that their school has less than twenty computers in their
computer laboratories. Meanwhile, forty-one point four percent of
the respondents said that their school has twenty-one to thirty
computers in their computer laboratories. Other seventeen
31
percent and ten percent of the respondents said that their school
has thirty to forty and more than forty computers in their
computer lab respectively.

Yes 29 100%
No 0 0%
total 29 100%
Table 9: Is Internet service available in your school
Table 9 Shows that all respondents stated that there is

Internet service provided by their school. The data indicates that
all of the schools are equipped with Internet service.

Yes 29 100%
No 0 0%
Total 29 100%
Table 10: Are there English multimedia courseware CDs provided
by Ministry of Education or school?
From table 10, it can clearly be seen that one hundred

percent of the respondents stated that their school or the Ministry
of Education provides English multimedia Courseware CDs. This
means that all schools are equipped with English multimedia
courseware CDs.
32
4.1.3 Questionnaire responses on Section C
Section C consists of 21 statements in which the

respondents will have to select their degree of agreement on either
‘strongly agree’, ‘agree’, ‘not sure’, ‘disagree’, or ‘strongly
disagree’. The finding of this section will answer the following
research questions:
1. Is ICT being integrated into the ESL classroom?

2. Does ICT help the teaching and learning process in ESL
classroom?
3. Does ICT motivate and stimulate students to learn
English?

Strongly agree 5 17%
Agree 13 45%
Not sure 6 21%
Disagree 4 14%
Strongly disagree 2 3%
Total 29 100%
Table 11: I use computer as my medium of instruction.
Table 11 shows that seventeen percent of the respondents

strongly agree and forty-five percent of the respondents agree that
they use computer as their medium of instruction. More over,
twenty-one percent of the respondents were not sure that they use
computer as their medium of instruction. Meanwhile, fourteen
percent of the respondents and three percent of the respondents
33
disagree and strongly disagree respectively that they use computer

as their medium of instruction. This indicates that majority of the
respondents use computer as their medium of instruction.

agree 6 21%
Not sure 6 21%
Disagree 8 27%
Total 29 100%
Table 12: I use Internet as my medium of instruction
This table shows that twenty percent and twenty-one

percent of the respondents strongly agree and the same percentage
agree respectively that they use internet as their medium of
instruction. Meanwhile, another twenty-one percent of the
respondents are not sure that they use Internet as their medium of
instruction or not. Twenty-seven percent of the respondents
disagree with the statement and ten percent strongly disagree that
they use Internet as their medium of instruction. This data
indicates that not all of the respondents use Internet as their
medium of instruction.
34

Agree 10 35%
Not sure 5 17%
Disagree 5 17%
Total 29 100%
Table 13: My students will learn more when I use computer.
Table 13 shows that thirty-one percent of the respondents

strongly agree with the statement. While another thirty-five
percent of the respondents agree that their students will learn more
when they use computer. Meanwhile, seventeen percent of the
respondents are not sure that their students will learn more when
they use computer and also seventeen percent of the respondents
disagree that their students will learn more when they use
computer. The data indicates that half of the respondents are in
agreement that ICT will help students to learn more.

Strongly agree 8 27.5%
Agree 8 27.5%
Not sure 8 27.5%
Disagree 4 14%
Strongly disagree 1 3.4%
Total 29 100%
Table 14: My students will learn more when I use Internet.
From table 1, it can be seen that twenty-seven point five

percent of the respondents strongly agree and the same percentage
35
agree that their students will learn more when they use the
Internet. It is also shown that twenty-seven point five percent of
the respondents are not sure that their students will learn more
when they use the Internet. Moreover, only fourteen percent of the
respondents disagree and three point four percent of the
respondents strongly disagree irrespectively that their students
will learn more when they use the Internet. The data shows that
fifty-five percent of the respondents are in agreement that students
will learn more when they use Internet.

Agree 8 28%
Not sure 3 10.3%
Disagree 1 3.4%
Total 29 100%
Table 15: It is effective when integrating computer in teaching
English.
Table 14 shows that fifty-five percent of the respondents

strongly agree that it is effective to integrate computer in teaching
English. Furthermore, twenty-eight percent of the respondents
agree that it is effective to integrate computer in the teaching
English. Meanwhile, ten point three percent and three point four
percent of the respondents were not sure that it is effective when
integrating computer in the teaching English. While six point four
percent of the respondents disagree and strongly disagree with the
statement. From the data, it shows that the majority of the
36
respondents are in agreement that it is effective to integrate

computer in the teaching English.

Agree 7 24%
Not sure 2 7%
Disagree 2 7%
Total 29 100%
Table 16: My students will be motivated to learn English when I
use ICT in the class.
This table 16 shows that sixty-two percent and twenty-four

percent of the respondents strongly agree and agree respectively
that their students will be motivated to learn English when they
integrate ICT in the class. Meanwhile, fourteen percent of the
respondents are not sure and disagree respectively that their
students will be motivated to learn English when they integrate
ICT in the class. The data indicates that the majority of the
respondents are in agreement that students will be motivated to
learn English when ICT is integrated in the class.
37

Agree 8 28%
Not sure 1 3%
Disagree 2 7%
Total 29 100%
Table 17: The lesson will be more interesting when using ICT.
Table 17 shows that sixty-two percent and twenty-eight

percent of the respondents strongly agree and agree respectively
that the lesson will be more interesting when they use ICT.
Meanwhile, only three percent of the respondents were not sure
that the lesson will be more interesting when they use ICT and
seven percent of the respondents are not in agreement with the
statement.

Agree 10 35%
Not sure 3 10%
Disagree 0 0%
Total 29 100%
Table 18: ICT will stimulate students to respond.
From this table, it can be seen that fifty-five percent and

thirty-five percent of the respondents strongly agree and agree
respectively that ICT will stimulate students to respond. Only ten
percent of the respondents were not sure that ICT will stimulate
38
their students to respond. This table indicates that majority of the

respondents are in agreement that students will be stimulated to
respond to the lesson when integrating ICT.

Agree 11 38%
Not sure 4 14%
Disagree 2 7%
Total 29 100%
Table 19: Using ICT for writing lesson is interesting.
This table shows that the majority of the respondents with

seventy-nine percent strongly agrees and agrees that using ICT for
writing lesson is interesting. Meanwhile, only fourteen percent of
the respondents are not sure that using ICT for writing lesson is
interesting. While another seven percent of the respondents
disagree with the statement

Agree 9 31%
Not sure 1 3.4%
Disagree 1 3.4%
Total 29 100%
Table 20: Using ICT for reading lesson is interesting.
39
Table 20 shows that the majority of the respondents

strongly agree and agree respectively that using ICT for reading
lesson is interesting with fifty-five percent and thirty-one percent.
Meanwhile, six point eight percent of the respondents are not sure
and disagree and another seven percent of the respondents
strongly disagree that using ICT for reading lesson is interesting.

Agree 9 31%
Not sure 2 6%
Disagree 1 3%
Strongly 2 6%
disagree
Total 29 100%
Table 21: Using ICT for speaking lesson is interesting and
enjoyable.
From table 21, it can be seen that the majority of the

respondents with fifty-five percent and thirty-one percent of them
strongly agree and agree respectively that using ICT for speaking
lesson is interesting and enjoyable. However, only three percent
and six percent of the respondents disagree with the statement and
this is followed by three percent of the respondents strongly
disagree that using ICT for speaking lesson is interesting and
enjoyable. Meanwhile, six percent of the respondents are not sure
that using ICT for speaking lesson is interesting and enjoyable.
40

Agree 13 45%
Not sure 1 3.4%
Disagree 0 0%
Total 29 100%
Table 22: Using ICT for listening lesson is interesting and fun.
Table 22 shows that forty-eight percent of the respondents

strongly agree that using ICT for listening lesson is interesting and
fun. This is followed by forty-five percent of the respondents
agree that using ICT for listening lesson is interesting and fun.
Apart from this, only three point four percent of the respondents
are not sure that using ICT for listening lesson is interesting and
fun. While another three point four percent of the respondents
strongly disagree that using ICT for listening lesson is interesting
and fun.

Agree 11 38%
Not sure 2 7%
Disagree 0 0%
Total 29 100%
Table 23: My students enjoy listening activities when I integrate
ICT in the lesson
41
From table 23, it can be seen clearly that fifty-two percent

of the respondents strongly agree that their students would enjoy
listening activities when they integrate ICT in the lesson. Thirty-
eight percent of the respondents agree that students enjoy listening
activities when ICT is integrated. Meanwhile, only seven percent
of the respondents are not sure, and three percent of the
respondents strongly disagree that their students enjoy listening
activities when ICT is integrated.

Agree 10 35%
Not sure 6 20%
Disagree 2 7%
Total 29 100%
Table 24: ICT provides authentic activities.
It is clearly shown from the table 24 that thirty-five

percent of the respondents strongly agree, and another thirty-five
percent agree that ICT provides authentic activities. While another
twenty percent of the respondents are not sure about the statement
that ICT could provide authentic activities. However, only seven
percent and three percent of the respondents disagree and strongly
disagree that ICT provides authentic activities.
42

Agree 10 35%
Not sure 7 24%
Disagree 2 6%
Total 29 100%
Table 25: My students learn authentic language when I integrate
ICT in the lesson.
Table 25 shows that thirty-five percent of the respondents

strongly agree and the same percentage agree respectively that
their students learn authentic language when they integrate ICT in
the lesson. Twenty-four percent of the respondents are not sure
whether their students will learn authentic language when ICT is
integrated into the lesson. Meanwhile, only six percent of the
respondents disagree that students will learn authentic language
when ICT is integrated.

Agree 10 35%
Not sure 8 28%
Disagree 6 21%
Total 29 100%
Table 26: I always conduct language games using multimedia
courseware CD.
43
From the table 26 above, it shows that thirty-five percent

of the respondents agree that they conduct language games using
multimedia courseware CDs but only seven percent of them
strongly agree about the statement. However, twenty –eight
percent of the respondents are not sure and twenty-one percent of
the respondents disagree that they always conduct language games
using multimedia courseware CDs. Only six percent of the
respondents strongly disagree with the statement.

Agree 5 17%
Not sure 8 28%
Disagree 11 38%
Total 29 100%
Table 27: I like to conduct language games by using Internet.
Table 27 shows that seventeen percent of the respondents

strongly agree and the same percentage agree that they like to
conduct language games by using the Internet. However, twenty-
eight percent and thirty-eight percent of the respondents are not
sure and disagree irrespectively that they like to conduct language
games by using the Internet. This table indicates that majority of
the respondents are not in agreement with the statement.
44

Agree 9 31%
Not sure 7 24%
Disagree 2 7%
Total 29 100%
Table 28: In the future I will keep using the computer
/multimedia technology and internet in my teaching.
Table 28 shows that majority of the respondents each

strongly agree and agree that they will use computer, multimedia
and the Internet in their teaching with the percentage of thirty-
eight percent and thirty percent respectively. However, only seven
percent of the respondents disagree that they will keep using ICT
in their teaching. Meanwhile another twenty-four percent of the
respondents are not sure that they will keep using the computer,
multimedia technology and Internet in their teaching.

Agree 7 24%
Not sure 3 10.3%
Disagree 1 3.3%
Total 29 100%
Table 29: I could create interesting and effective lesson when
using ICT.
45
Table 29 shows that sixty-two percent of the respondents

strongly agree they could create interesting and creative lesson
when they use ICT. Twenty-four percent of the respondents agree
that they could create interesting and creative lesson when they
use ICT. However only ten point three percent of the respondents
are not sure and three point three percent of the respondents
disagree that ICT could help them to create interesting and
creative lesson. This table indicates that majority of the
respondents are in agreement that ICT could help teachers to
create interesting and creative lesson.

Agree 6 21%
Not sure 3 10%
Disagree 2 7%
Total 29 100%
Table 30: Teachers should integrate ICT in the teaching.
From table 30, it can be seen that sixty-two percent of the

respondents strongly agree that teachers should integrate ICT in
the teaching. While twenty-one percent of the respondents agree
that teachers should integrate ICT in the teaching. However, only
ten and seven percent of the respondents are not sure and disagree
respectively that ICT should be integrated by teachers in the
teaching. This table indicates that majority of the respondents are
in agreement that ICT should be integrated by teachers in their
teaching.
46

Agree 5 17%
Not sure 4 14%
Disagree 1 3%
Total 29 100%
Table 31: ICT helps teacher to have better teaching.
It can be seen clearly from the table 31 above that sixty-six

percent of the respondents strongly agree that ICT helps teacher to
have better teaching and seventeen percent of them agree with the
statement. However, fourteen percent of the respondents are not
sure with the statement and only three percent of the respondents
disagree that ICT helps teacher to have better teaching.
47
CHAPTER 5
ANALYSIS OF FINDINGS, SUMMARY, CONCLUSION AND

RECOMMENDATION
5.0 Introduction
In this chapter the researcher will analyse the findings of the previous
chapter which is Chapter 4 as well as to provide some discussions over the
analysis made. This chapter also consists of the summary of the research major
findings, conclusion, and the recommendation and suggestions for further
research.
5.1 Analysis of Findings
The findings in this section concluded the data gathering. All the
completed data from all five sections have provided sufficient information to be
analyzed and inferred in order to answer the research questions.
48
5.1.1 Research Question 1
Is there ICT facility available at the schools?
From the findings, it can be seen that all three schools involved in
this research are equipped with ICT facility in which all respondents say
that their schools have a computer laboratory. Furthermore, majority of
the respondents say at least twenty to thirty computers are available in the
computer laboratories. In addition, all respondents say that the Internet
service is provided by the schools. Besides, English multimedia
courseware CDs are also provided by the Ministry of Education as well as
schools. Consequently, this shows that Ministry of Education does put an
attention on the importance of ICT to the schools as all basic facilities for
Information Communication Technology are available. These are an
indication that the integration of ICT in the ESL teaching and learning
process is encouraged by the Ministry of Education as well as the
schools. This also means that the schools support the government’s vision
in implementing ICT in schools.
Is ICT being integrated into the ESL classroom?
From the findings, it was found that ICT is being integrated by the
teachers into their lesson. It shows that two third of the respondents
strongly agree and agree respectively that they use computer as their
medium of instruction. As for the Internet, although not all respondents
use it in their instruction, more than half of the respondents do. Similarly,
49
slightly half of the respondents respectively strongly agree and agree that
they conduct language games using multimedia courseware CDs. On the
other hand, one third of the respondents like to conduct language games
using Internet. Despite the small number, majority of the respondents are
in agreement that they will use computer, multimedia and Internet in their
teaching. Additionally, it can be seen that two third of the respondents
strongly agree that teachers should integrate ICT in the teaching. Hence,
it can be seen that the respondents are indeed aware of the benefits of ICT
in the teaching and learning process in ESL classroom.
Does ICT help the teaching and learning process in ESL classroom?
It can be seen from the findings that ICT does help the teaching
and learning process in ESL classroom. This is shown when majority of
the respondents are in agreement that their students will learn more when
they use computer. Similarly, more than half of the respondents are also
in agreement that their students will learn more when they use Internet.
Equally important, majority of the respondents are in agreement that ICT
will help them create interesting and fun lessons. Moreover, majority of
the respondents are also in agreement that ICT will provide authentic
activities and that their students will learn authentic language when they
integrate ICT in the lesson. Additionally, it can be seen that eighty-six
percent of the respondents admit that ICT helps teachers to have better
teaching. Hence, due to its strength, from the findings ICT is proven to
help teaching and learning process in ESL classroom.
50
Does ICT motivate and stimulate students to learn?
The findings show that ICT does motivate and stimulate students
to learn. This is proven when eighty-six percent of the respondents
strongly agree and agree correspondingly that their students will be
motivated to learn English when they integrate ICT in the class.
Furthermore, it can be seen that majority of the respondents strongly
agree and agree respectively that ICT will stimulate students to respond.
For this reason, it shows that ICT as an interactive tool heightens up
students’ motivation in the ESL classroom in which at the same time
stimulate them to learn more.
5.2 Summary
From the analysis of findings, the demographic data indicates that all of
the respondents for this study are mostly bachelor degree holders. This is because
secondary schools teachers are required to have at least a bachelor’s degree. All
of the respondents have at least one year of teaching experience. With a
minimum of one year teaching experience, it is believed that the teachers have
enough exposure as well as application and information on the use of ICT at their
schools. From the finding, it can be seen that all respondents admit that their
schools have been provided with the ICT facilities. This indicates that schools
are aware on the importance of ICT in education. Besides that, it also shows that
technology is so important presently that schools today could have the access so
easily. Therefore, that is why certain schools have more than one computer labs.
More over, all respondents acknowledge that their schools or Ministry of
51
Education have also provided them with multimedia courseware CDs. This
implies that schools and Ministry of Education realize the benefits of using
multimedia courseware CDs in teaching and learning process in ESL classroom.
Regarding the integration of ICT in ESL classroom, from the findings

above, it shows that more than half of the respondents integrate computer,
Internet and multimedia courseware CDs in their lesson. Although there are quite
a number of them who are not so sure whether they use these ICT components or
otherwise, the findings suggest that the respondents do believe in the importance
of ICT in ESL classroom and its contribution to the teaching and learning
process. On the other hand, there are more than half of the respondents who are
not in favor of conducting language games using Internet. This fact might
probably be caused by the difficulty of using Internet and conducting language
games at the same time. Besides, language games could still be conducted
without accessing the Internet. Although the Internet provides the teacher with so
many language games, the games could be conducted offline. Further more,
majority of the respondents believe that ICT helps teacher to teach better.
Equally important, the respondents also admit that they will keep using ICT in
their lesson in the future and they also think that teachers should integrate ICT in
their teaching. This is probably because of the awareness on the advantages that
they will get if they incorporate ICT in their classroom. Besides, the integration
of ICT in ESL classroom has been proven a good value in the ESL classroom by
researchers.
It is shown that the respondents do acknowledge the benefits of ICT in

ESL classroom. ICT with its variety ways of use could help teachers to create
interesting and effective lesson. This is due to its combination of audio, visual,
graphic and moving images. These specialties, that ICT possess, give advantage
for teachers to explore as compared to other traditional mediums which only
52
promote one way of communication. Consequently, the respondents believe that

their lesson will be more effective and their students will learn more when they
integrate ICT in their lesson. Besides, with its variety of interesting ways to be
used by teachers, majority of the respondents believe that ICT could make
language teaching becomes more interesting and enjoyable. In addition, with vast
access of Internet nowadays teachers could easily get authentic materials for their
ESL classroom. And thus, that is probably the reason why almost all of the
respondents believe that ICT could provide authentic language activities to the
students.
ICT these days is a common phenomenon among the society. With its
special features, it is not only attracting those who are dealing with the ICT, it
attracts everybody no matter old or young. This is probably due to the advantages
they will get when they could master ICT. Hence, without any much effort, ICT
could attract students to learn as it has so many things to explore. Consequently,
majority of the respondents admit that ICT could stimulate their students to learn
and respond more to the lesson in which they will be motivated to learn English.
Since the students’ motivation is high, the respondents believe that their students
will enjoy lessons more.
5.3 Conclusion
This research is conducted to investigate the perception of teachers on the

integration of ICT in the ESL classroom in selected schools in Shah Alam with
twenty-nine respondents participated. The respondents were all bachelor degree
holder whom teaching experiences were at least from three to one year. The
integration of ICT in ESL classroom is hoped to provide new ways of teaching
and learning ESL where by more interesting and effective lesson could be
53
created. As supported by Samuel and Zaitun (2006), it is stated that English

lessons that integrate multimedia applications can put forth influential motivation
and supply uninterested students with new thrilling ways to learn. This is because
ICT possess the facilities to create interesting, meaningful and effective lessons.
Since ICT has become a symbol of modernization and development, it is

hoped that ICT could help the society to develop the educational atmosphere as
well. As the government is so serious in promoting the use of ICT in schools and
that the effort made by the government in equipping the schools with computers,
multimedia and Internet facilities in which aiming to make sure that students
have the opportunities to learn and use ICT (Nooreen, 2004), the researcher feels
that there is a need to investigate whether ICT is being integrated into the
classroom especially ESL classroom. Consequently, the incorporation of ICT in
ESL classroom is hoped to open up opportunities for students to expand their
language learning in interesting and effective styles.
The value of the integration of ICT in the perception of teachers has its
meaning and significance. Therefore, the continuous use of ICT into the lesson
and effort in improving the practice must be taken seriously. This study has
found that ICT promotes interesting and effective lesson as ICT provides so
many enjoyable activities for students to explore and more with variety computer
software for educational purposes available, diversity of fun activities could be
created and designed by teachers (Ybarra and Green, 2006).
Teachers nowadays admit the benefits of the use of ICT in the ESL
classroom and the positive results that they will receive afterwards. However,
still they doubt its effectiveness in the teaching and learning process. Having
taken into consideration on the negative feedbacks given by the respondents
54
through out the research findings, researcher suppose that it is probably due to
the shortcomings of the facility provided by schools. Besides, the crowded
classroom has put the barrier on the success of the use of ICT in ESL classroom.
Therefore, these problems should be taken into consideration as they would
determine the success of implementing ICT in ESL classroom in schools.
Thus, it can be said that this study has achieved its target in answering the
four research questions by knowing that ICT provides benefits to the ESL
classroom. It is also hoped that this study can provide useful information for
future researchers embarking on the same topic.
5.4 Recommendation
5.4.1 Specially allocated time for ICT in ESL classroom
In Malaysia’s secondary schools, each subject is allocated five

periods per week. Considering the topics to be covered in language
classroom, there is not enough time for teachers to integrate ICT in the
lesson. Though the teacher manages to integrate ICT into the ESL
classroom, the time allocated is not enough for independent learning for
students to learn at their own pace. Thus, students might not be able to
learn much and they could not explore themselves. Therefore, it is
recommended that specially allocated time for ICT in ESL classroom is
being developed in which teachers will have specific days or times for
them to conduct the integration of ICT in ESL lesson. This is to ensure
that teachers have enough time to explore the use of ICT in conducting
language lesson and promoting students’ participation.
55
5.4.2 Allocation of a room specifically designed for ICT in ESL classroom

in schools.
In secondary schools, it is normal to have more than forty students

in a class. Even worse, with only one computer laboratory in a school, it
would not allow all students to have access to the computer laboratory for
English. Therefore, the allocation of an ICT room specially designed for
ESL classroom is hoped to settle the problem. This is because with this
special room, English teachers would be able to integrate ICT at full.
Besides, teacher could create English language atmosphere in the
laboratory in which would motivate students to learn more.
5.5 Suggestion for Future Research
The finding of this study has exposed the effective potential of ICT in
English language learning. Further research on this topic should mean to move
on improving ICT as a medium of instruction. Prospect research should try to
come up with possible answers to overcome the problems related to especially
when used in schools.
Although the use of ICT is still new in Malaysian language classroom, it

has a large potential in helping the teaching and learning process in schools. This
research was conducted in a limited area with limited respondents. Thus,
researchers in the future should widen up the research area and respondents in
order to get a wider perspective on the topic. It is hoped that the use of ICT in
rural area schools could be investigated as today ICT is not only implemented in
urban area schools. Equally important, it is suggested that a research on
56
students’ perception on the use of ICT in ESL classroom could be conducted.

This is to ensure the balance of the needs of teachers and students at school.
It is also suggested that prospective research should implement

qualitative research besides quantitative research. By implementing qualitative
research in the further research, it is hoped that more issues and problems could
be identified. Therefore, the authorities could present better solutions. Moreover,
with qualitative research, several areas that were not covered are hoped to be
discussed in the future research.
Last but not least, it is suggested that any organization related to ICT
could contribute to the country by donating ICT facilities like computers as there
are still schools that have lack of ICT facilities. Even more, it is suggested that
ICT companies to conduct more research on the use of ICT in ESL classroom,
which not only will benefit the company but also the country generally, and
society specifically.
57
LIST OF REFERENCES
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Pedagogy(2nd ed).New York: Addison Wesley Longman, Inc.
Celce-Murcia, M., & Larsen-Freeman, D. (1999). The grammar book: An ESL teacher's
course. Boston: Heinle and Heinle.
Czerniewicz, L. & Brown, C. (2005). Access to ICT for teaching and Learning: From
Single Artefact to Inter-related Resources. International Journal of Education and
Development using ICT, Vol. 1, No. 2 (2005)
Huraian Sukatan Pelajaran Kurikulum Bersatu Sekolah Menengah Bahasa Inggeris

Tingkatan 1, 2003. Kementerian Pelajaran Malaysia.
Kuang-wu, L., & Hsuan, C. (2000). English Teachers barriers To The Use of Computer-
assisted Language Learning. The Internet TESL Journal, Vol. VI, No. 12,
December 2000. [Online Article]. Retrieved January 21, 2007, from the World
Wide Web: http://iteslj.org/
Meena, S. (1997). The Internet and Foreign Language Education: Benefits and
Challenges. The Internet TESL Journal, Vol. III, No. 6, June 1997. [Online
Article]. Retrieved December 27, 2006, from the World Wide Web:
http://iteslj.org/
Neo, Mai. (2004). Engaging students in group-based co-operative learning- A

Malaysian Perspective. Educational technology & Society, 8 (4), 220-232.
58
Neo, Mai. (2004). Co-operative learning on the web: a Group-based, Student Centered
Learning Experience in The Malaysia Classroom. Australasian Journal of
Educational Technology, 20(2), 171-190.
Norhayati, A., M., & Siew, P., H. (2004) Malaysian Perspective: Designing Interactive
Multimedia Learning Environment for Moral Values Education. Educational
Technology & Society, 7 (4), 143-152.
Norlida, A. & Supyan, H. (2002). E-learning in a Writing Course at Tenaga National

Universiti. [Online Article]. Retrieved February 14 2007, from TEFL Web
Journal.
Nooreen, N. (2004). Electronic literacy: Exploring Teacher’s Role in English Language

Education. The English Teacher, Vol XXXIII, December 2004.
Rafiza, A., R. & Adelina, A. (2004). The Use of Dialogue Journal through E-mail
Technology in Developing Writing Interest and Skills. [Online Article].
Retrieved August 16th 2006, from Malaysian Online Journal of Instructional
Technology, 1(2), December 2004.
Ruba, F., B. & Abdallah, A., B. (2006). Jordanian EFL Students’ Perception of their
Computer Literacy: An Exploratory Case Study. [Online Article]. Retrieved
January 21, 2007, from the International Journal of Education and Development
using ICT, Vol. 2, No. 2 (2006).
Samuel, R., J. & Zaitun, A., B. (2006). The Utilization and Integration of ICT Tools in
Promoting English Language Teaching and Learning: Reflections From
English Option Teachers in Kuala Langat District, Malaysia. [Online
Article]. Retrieved January 21, 2007, from the International Journal of
Education and Development using ICT, Vol. 2, No. 2 (2006).
59
Syaharom, A., Hartharan, N. K., Adelina, A. (1997). Multimedia in the Classroom-

Reality or Fantasy? The English Teacher Vol XXVI, December 1997.
Tunku Mohani, T., M. & Zoraini, W., A. (1998). Creative Encounters with English on
the Internet. The English Teachers, Vol XXVIII, October 1998.
Urai, S. (1999). ProCALL and Learner Autonomy. [ Online Article]. Retrieved February
14, 2007, from WWW.angelfire.com.
Warschauer, M. (2001). Online Communication. The Cambridge Guide to Teaching

English to Speakers to Other languages (1st ed.) United Kingdom: Cambridge
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Retrieved January21, 2007, from the World Wide Web: http://iteslj.org/
60
APPENDICES
1. Appendix 1: Sample of questionnaire
61
Appendix 1- Sample of Questionnaire
A RESEARCH ON
THE PERCEPTION OF TEACHERS
ON THE INTEGRATION OF ICT IN THE ESL
CLASSROOM IN SELECTED SCHOOLS IN SHAH ALAM
This questionnaire is distributed in accordance with the requirements for the

subject EDU 650 Academic Exercise. It is hoped that this questionnaire will help me
gather the data needed for my Academic Exercise. Therefore, your cooperation is
highly appreciated and will be kept in confidential.
62
Perception of Teachers on the Integration of ICT in The ESL

Classroom
Instruction: Please tick (/) to the appropriate answers. You may tick more than one.
Section A:
1. Age
Below 25 [ ]
26 – 30 [ ]
31 and above [ ]
2. Gender Male [ ] Female [ ]
3. Highest qualification
Diploma [ ]
Degree [ ]
Master [ ]
4. Experience in teaching
1-3 years [ ]
4-10 years [ ]
11-15 years [ ]
More than 15 years [ ]
5. Experience in teaching English

1-3 years [ ]
4-10 years [ ]
11-15 years [ ]
More than 15 years [ ]
Section B:
1. Is there any computer lab in your school? [ ] Yes [ ] No

2. How many computer labs are there?
[ ] only one
[ ] two
[ ] more than three
3. How many computers are there in the computer labs?
[ ] less than 20
[ ] 21-30
[ ] 30-40
[ ] more than 40
4. Is Internet service available in your school?
[ ] Yes
[ ] No
63
5. Are there English multimedia courseware CDs provided by the Ministry of

Education or school?
[ ] Yes
[ ] No
Section C:
Please tick where necessary. Tick only one.
[ ] 1- strongly agree [ ] 2- agree [ ] 3- not sure [ ] 4- disagree [ ] 5- strongly disagree
1 2 3 4 5
1. I use computer as my medium of instruction.
2. I use internet as my medium of instruction
3. My students will learn more when I use computer.
4. My students will learn more when I use Internet.
5. It is effective when integrating computer in teaching
English.
6. My students will be motivated to learn English when I use
ICT in the class.
7. The lesson will be more interesting when using ICT.
8. ICT will stimulate students to respond.
9. Using ICT for writing lesson is interesting
10. Using ICT for reading lesson is interesting.
11. Using ICT for speaking lesson is interesting and
enjoyable.
12. Using ICT for listening lesson is interesting and fun.
13. My students enjoy listening activities when I integrate
ICT in the lesson.
14. ICT provides authentic activities
15. My students learn authentic language when I integrate ICT
in the lesson.
16. I always conduct language games using multimedia
courseware CDs.
17. I like to conduct language games by using Internet.
18. In the future I will keep using the computer/multimedia
technology and Internet in my teaching
19. I could create interesting and effective lesson when using
ICT.
20. Teachers should integrate ICT in the teaching.
21. ICT helps teacher to have better teaching.

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PERCEPTION OF TEACHERS ON THE INTEGRATION

OF ICT IN THE ESL CLASSROOM IN SELECTED

SITI MAIZURAH MANSOR

SITI MAIZURAH MANSOR

SITI MAIZURAH MANSOR

AN ACADEMIC EXERCISE SUBMITTED IN PARTIAL

PERCEPTION OF TEACHERS ON THE INTEGRATION OF ICT IN THE

SITI MAIZURAH MANSOR

LATIHAN ILMIAH INI TELAH DIKEMUKAKAN UNTUK MEMENUHI

I would also like to present my humble gratitude to my supervisor, Pn.

Siti Maizurah Mansor,

ICT is playing an important role in education currently. With its

Teknologi Komunikasi dan Maklumat (ICT) sedang memainkan

1.2 Statement of Problem 3

1.3 Objectives of Study 4

1.4 Purpose of Study 5

1.5 Significance of Study 5

1.6 Research questions 6

1.7 Limitation of Study 6

1.8 Delimitation of Study 7

1.9 Definition of Term 7

CHAPTER 2: LITERATURE REVIEW

2.1 Benefits of Integrating ICT 11

2.2 Multimedia and Internet 13

2.3 Previous research 15

CHAPTER 3: RESEARCH DESIGN

3.1 Research Design and Methodology 20

3.1.4 Data Analysis 22

CHAPTER 4: PRESENTATION & ANALYSIS OF DATA

4.1 Analysis of Questionnaire Responses 25

4.1.1 Questionnaire Responses on Section A 26

4.1.2 Questionnaire Responses on Section B 29

4.1.3 Questionnaire Responses on Section C 32

CHAPTER 5: ANALYSIS OF FINDINGS, SUMMARY, CONCLUSION

5.1 Analysis of Findings 47

5.1.1 Research Question 1 48

5.1.2 Research Question 2 48

5.1.3 Research Question 3 49

5.1.4 Research Question 4 50

5.4.1 Specially allocated time for ICT in ESL classroom 54

5.4.2 Allocation of a room specifically designed for ICT in ESL 55

5.5 Suggestion for Future Research 55

A. Appendix 1: Sample of Questionnaires 60

Table 1:Age of Respondents 26

Table 2: Gender of Respondents 27

Table 3: Qualification of the Respondents 27

Table 4: Teaching Experience of Respondents 28

Table 5: English Teaching Experience 28

Table 6: Is there Any Computer Lab in Your School? 29

Table 7: How Many Computer laboratories Are There? 30

Table 8: How Many Computers Are There in the Computer Laboratories? 30

Table 9: Is Internet Service Available in Your School? 31

Table 10: Are There multimedia Courseware CDs? 31

Table 11: I Use Computer as My medium Of Instruction 32

Table 12: I Use Internet as my Medium Of Instruction 33

Table 13: My Students Will Learn More When I Use Computer 34

Table 14: My Students Will Learn More When I Use Internet 34

Table 15: It is Effective When Integrating Computer in Teaching English 35

Table 16: My Students Will Be Motivated to Learn English 36

Table 18: ICT Will Stimulate Students to Respond 37

Table 19: Using ICT for Writing Lesson Is Interesting 38

Table 20: Using ICT for Reading Lesson Is Interesting 38

Table 23: My Students Listening Activity When I Integrate ICT 40

Table 24: ICT Provides Authentic Activities 41