Panduan Proposal Skripsi Lengkap TBI 2022-1

PENGAJUAN DESAIN PROPOSAL SKRIPSI
PROGRAM STUDI TADRIS BAHASA INGGRIS

FAKULTAS TARBIYAH DAN KEGURUAN
UIN ANTASARI BANJARMASIN
A. TAHAP 1 PENDAFTARAN PROPOSAL

1. Pengajuan judul Desain Proposal ke Program Studi (Prodi)
a. Mahasiswa berkonsultasi dengan Prodi terkait judul dan Isi Proposal (lihat
panduan pada Undergraduate Thesis Writing Guide)
b. Prodi memverifikasi judul skripsi; apabila ada judul yang sama, bermasalah atau
tidak layak maka judul desain proposal akan ditolak, apabila layak dan dapat
diterima Prodi judul desain proposal maka mahasiswa dapat melanjutkannya.
c. Mahasiswa membuat desain proposal skripsi dibawah bimbingan dosen penasehat
Akademik. Apabila sudah mendapat persetujuan dari dosen penasehat Akademik
maka mahasiswa mendaftar pengajuan proposal lewat online di link
https://forms.gle/gZtvEwx3R9N6h5vw8 dengan melengkapi persyaratan:
1) Proposal skripsi terdiri dari judul penelitian, latar belakang masalah, definisi
operasional/istilah, rumusan masalah/fokus penelitian, tujuan penelitian,
signifikansi penelitian, penelitian terdahulu yang relevan, kajian teori dan
kerangka pikir, asumsi dasar dan hipotesis (untuk penelitian kuantitatif),
metode penelitian, daftar pustaka sementara, dan daftar riwayat hidup penulis.
2) Scan KTM
3) Transkip nilai semester awal-akhir (sudah lulus Mata Kuliah Metodologi
Penelitian / Research Method)
4) Surat Persetujuan Dosen Penasihat Akademik yang sudah bertanda tangan
dan contoh surat dapat di download di link berikut
https://docs.google.com/document/d/1b5g4vVmh1cTBbah9whD-
0PNWvAo2JjkS/edit?usp=sharing&ouid=117512571436579686964&rtpof=t
rue&sd=true
2. Review Proposal Skripsi
1
a. Prodi dan tim review melakukan sidang untuk menentukan proposal skripsi yang
diterima dengan perbaikan atau ditolak. Sidang proposal dilaksanakan pada
Minggu Terakhir setiap bulan.
b. Hasil review bisa terbagi kepada:
1) Mahasiswa yang proposal skripsinya terdapat perbaikan maka diperbaiki
2) Mahasiswa yang proposal skripsinya ditolak, karena alasan-alasan tertentu,
maka dapat menyusun proposal baru kembali dan mendaftarkan kembali ke
Prodi.
c. Prodi menentukan Pembimbing skripsi yang sudah dinyatakan diterima.
3. Menerbitkan SK Pembimbing
a. Prodi mengumumkan hasil proposal skripsi yang diterima atau ditolak.
b. Prodi membuatkan SK Pembimbing yang ditandatangani oleh Dekan Fakultas
Tarbiyah dan Keguruan
c. Setelah menerima SK Pembimbing, bagi yang proposal skripsinya diterima,
mahasiswa dapat konsultasi ke Pembimbing yang telah ditetapkan untuk
seterusnya seminar /Ujian proposal dengan melengkapi surat menyurat yang
dapat di download pada link berikut
https://docs.google.com/document/d/1IMG70OUC4ocyTW16fd4ARs8KniJK_4Ij
/edit?usp=sharing&rtpof=true&sd=true
d. Mahasiswa akan dibimbing oleh 1 orang dosen pembimbing yang bertindak
sebagai pembimbing bidang konten dan metodologi dan pembimbing bidang
bahasa dan teknik penulisan.
e. Penetapan dosen pembimbing disesuaikan dengan keahlian dosen dan tema
penelitian mahasiswa.
f. Kepangkatan dosen pembimbing skripsi mahasiswa minimal Asisten Ahli III/b
2
B. Tahap 2 Pendaftaran Seminar Proposal
1. Mahasiswa yang sudah disetujui oleh dosen pembimbing skripsi untuk seminar, dapat
mendaftar seminar proposal ke Prodi dengan syarat :
a. Proposal skripsi yang telah diterima beserta instrument penelitian
b. Scan KTM
c. Bukti Kehadiran Seminar minimal 5x
d. Mendaftar online di link https://forms.gle/YrMeXk6YriU8jBsg6
2. Seminar proposal kolektif dan terjadwal pada minggu terakhir setiap bulan dan
dihadiri oleh dosen pembimbing skripsi yang di SK kan. (Jadwal sewaktu-waktu
dapat berubah menyesuaikan dengan jadwal pembimbing).
3. Moderator ditentukan oleh Prodi
4. Mahasiswa melengkapi berkas administrasi berikut.
a. Menyerahkan undangan kepada pembimbing skripsi, moderator dan para
penanggap dari mahasiswa.
b. Para penanggap minimal 2 orang untuk setiap mahasiswa.
5. Catatan moderator atau rekaman hasil seminar yang ditandatangani moderator
diserahkan kepada mahasiswa yang bersangkutan
6. Surat keterangan seminar proposal yang sudah ditandatangani pembimbing dan
moderator dikembalikan kepada prodi.
7. Setelah selesai seminar proposal, mahasiswa diberikan Surat Keterangan dan Surat
Penghargaan untuk moderator dan dosen pembimbing oleh Prodi yang dapat
didownload di link berikut ini
https://docs.google.com/document/d/1hpmAhG31em_a8vztbpLiL2O2stjz5eJT/edit?u
sp=sharing&ouid=117512571436579686964&rtpof=true&sd=true
8. Apabila terjadi perubahan judul skripsi pada saat seminar proposal, Prodi akan
menerbitkan Surat Perubahan Judul yang bisa dilihat di link berikut ini
https://docs.google.com/document/d/1q1ehPxX_e1jCs-aedL2R4TlVszOvPo8-
/edit?usp=sharing&ouid=117512571436579686964&rtpof=true&sd=true
9. Selesai seminar mahasiswa dapat melakukan penelitian sesuai bimbingan dari dosen
pembimbing skripsi sampai selesai.
3
C. Tahap 3. Menerbitkan Surat Riset
a. Bagi mahasiswa yang melaksanakan penelitian lapangan difasilitasi untuk pembuatan
Surat validasi (bagi yang memerlukan) yang bisa didownload di link berikut
https://docs.google.com/document/d/1yvZAoXlBcU8Di_T1oFbwEvLazC_mmRYR/e
dit?usp=sharing&ouid=117512571436579686964&rtpof=true&sd=true
b. Sebelum penelitian mahasiswa memastikan bahwa dosen pembimbing skripsi
menyetujui untuk melakukan riset dengan membuat surat yang bisa didownload di link
berikut
https://docs.google.com/document/d/1JqZPS_slHqbrqKpOAin77E4Gb_RoAZwF/edit
?usp=share_link&ouid=117512571436579686964&rtpof=true&sd=true
c. Setelah disetujui oleh pembimbing skripsi, maka mahasiswa mengajukan surat
penelitian yang ditujukan kepada objek atau tempat penelitian melalui link berikut ini
https://salam.uin-antasari.ac.id/
d. Surat Riset ditanda tangani oleh Wadek I Bidang Akademik dan Kelembagaan.
Banjarmasin, 6 Januari 2022

Ketua Prodi Tadris Bahasa Inggris
Afifah Linda Sari, M. Pd
4
KEMENTERIAN AGAMA REPUBLIK INDONESIA
UNIVERSITAS ISLAM NEGERI
ANTASARI BANJARMASIN
Jalan Jenderal Ahmad Yani KM. 4,5 Banjarmasin 70235
Telepon (0511) 3253939 Faksimile (0511) 3274492
Email: ftk@uin-antasari.ac.id Web: ftk.uin-antasari.ac.id
INDIKATOR PENILAIAN PROPOSAL SKRIPSI

A. Komponen Penilaian
No. Komponen Indikator
Bagian Awal
1 Sampul Memuat judul, kata: proposal skripsi, oleh, nama mahasiswa, logo UIN Antasari dengan nama universitas,
Fakultas Tarbiyah dan Keguruan dan Program Studi serta tahun pembuatan.
2 Daftar Isi Memuat kata daftar isi, keterangan unsur proposal skripsi dan nomor halaman. Diberi nomor halaman
dengan angka Romawi kecil di tengah bagian bawah
Bagian isi Semua bagian isi diberi nomor halaman dengan angka desimal Arab (1, 2, 3 dan seterusnya) di bagian
bawah tengah (center) pada halaman 1 dan bagian atas sebelah kanan pada halaman 2 dan seterusnya
3 Judul Penelitian 1. Kesesuaian dengan tema keahlian program studi;
2. Orisinilitas/tidak overlaping dengan judul terdahulu/bebas plagiasi dibuktikan dengan toleransi 30%;
3. Kebaruan (novelty) tema.
4 Latar Belakang 1. Kejelasan masalah;
Masalah 2. Urgensi dan daya tarik pernasalahan;
3. Diskusi akademik terkait permasalahan tersebut dari para tokoh (terdapat landasan normatif (dalil),
teoritis dan yuridis);
4. Gambaran objektif lokasi penelitian (khusus penelitian lapangan, kualitatif/kuantitatif)
5 Definisi Operasional/ Menjelaskan/menegaskan kata-kata kunci (istilah)/variabel penelitian yang akan dipergunakan dan dibahas
Istilah dalam proses penelitian serta menyimpulkan maksud judul sesuai penelitian.
6 Rumusan Masalah/ 1. Bersifat ringkas, lugas dan jelas;
Fokus Penelitian 2. Sesuai dengan topik yang diangkat;
3. Rumusan masalah berbentuk kalimat pertanyaan atau fokus penelitian kalimat pernyataan.
7 Tujuan Penelitian Tujuan penelitian memuat hal-hal yang ingin dicapai dalam penelitian, disesuaikan dengan rumusan
masalah/fokus masalah.
8 Signifikansi Penelitian Memuat signifikansi penelitian secara:
No. Komponen Indikator

a. Teoritis (terkait dengan manfaat terhadap perkembangan keilmuan (relevansi intelektual)
b. Praktis terkait dengan manfaat yang dapat dirasakan oleh lembaga dan masyarakat (relevansi sosial).
9 Penelitian Terdahulu Bagian ini membahas hasil-hasil penelitian terdahulu (artikel jurnal ilmiah dan laporan penelitian) yang
yang relevan sesuai dengan topik penelitian 5 tahun terakhir dan minimal memuat 3 penelitian terdahulu. Penelitian
terdahulu juga memuat penegasan kebaruan (orisinalitas) dibandingkan dengan penelitian sebelumnya.
10 Kajian Teori dan Kerangka teori/konsep/pokok pikiran yang dipergunakan untuk menelaah dan menganalisis permasalahan
Kerangka Pikir pada penelitian. Kerangka teori harus relevan dengan topik atau permasalahan yang diteliti dan disajikan
secara sistematis.
11 Asumsi Dasar dan Asumsi dasar merupakan titik tolak dalam penelitian kuantitatif. Hipotesis sebagai jawaban sementara
Hipotesis terhadap masalah yang diajukan dalam penelitian.
(jika diperlukan)
12 Metode Penelitian Memuat penjelasan tentang langkah-langkah yang digunakan oleh peneliti untuk menyelesaikan
permasalahan yang terdapat dalam penelitian. Langkah-langkah tersebut dapat disesuaikan dengan jenis
penelitian yang dipilih. Sistematika penyajian metode penelitian disesuaikan dengan jenis penelitian.
13 Daftar Pustaka 1. Daftar pustaka s e m e n t a r a m e m u a t minimal 20 buah buku/jurnal (di antaranya 3 buah buku atau
Sementara artikel jurnal berbahasa asing);
2. Referensi yang dikutip maksimal 10 tahun terakhir.
14 Daftar Riwayat Hidup Memuat identitas calon peneliti yang terdiri dari: Nama, NIM, Tempat Tanggal Lahir, Nomor Whatsapp,
Penulis E-mail, dan Karya Ilmiah.
15 Jumlah halaman Isi proposal antara 10–15 halaman, diketik 1,5 spasi untuk teks latin dan 1 spasi untuk teks berbahasa
Proposal Skripsi Arab.
B. Rekomendasi Penguji (beri tanda √ pada kolom yang anda pilih)
No Rekomendasi (√)
1. Diterima
2. Diterima dengan revisi
3. ditolak
Banjarmasin, 31 Maret 2022

Wakil Dekan Bidang Akademik dan Kelembagaan,
Ahmad Muradi
TITLE
THESIS PROPOSAL
By
STUDENTS’ NAME
(REG. NUMBER)
ENGLISH EDUCATION DEPARTMENT

TARBIYAH AND TEACHER TRAINING FACULTY
ANTASARI STATE ISLAMIC UNIVERSITY
BANJARMASIN
2022
a. Research Background
The body of a thesis opens with an introduction that presents the specific
problem under study. A good background of the study should be able to
describe why the problem is important, how it is related to previous
studies in the same area and how it is different from those (gap of the
research), and describe the reason and how important is the study for the
place being investigated at the first place. In short, the background of the
study should answer 4W1H (what, why, where, when, and how)
questions. It starts with general information, yet not too general and just
focuses on the study’s topic. The verses of the Qur’an related to the
study/ Research Question should also be included here.
b. Definition of Key Terms
This part contains the definition of the terms used in the thesis to avoid
misunderstanding or misinterpretation. Be aware that not every word in
the title needs to be defined; define the cores of the research.
c. Research Questions
It contains the research questions. The questions must be concise and
feasible.A good research question should clearly express the characteristics
and kinds of relationship between constructs or variables and the subject
being investigated. A statement of the problem is written in question form.
d. Research Objectives
The objective of the study describes the target being reached in the study.
It answers the research questions. The aim of the study is written in the
statement.
e. Research Significance
This section mentions the theoretical and practical implications or the
contribution of the study.
f. Hypothesis (for Quantitative Research)
A hypothesis is a tentative answer to the research question, w h i c h i s
t h e o r e t i c a l l y t h e p o s s i b l e a n s w e r a n d i s m o s t likely
correct. Therefore, it is essential to mention the previous study in the
background to clarify the relationship between problem and the likely
hypothesis. The hypothesis does not apply to all quantitative research.
Therefore, subtitle “Hypothesis” does not necessarily exist in the thesis.
g. Previous Study
It consists of the previous study in a related area
h. Theoretical Review
This section consists theoretical description of the object being
investigated. The source can be from journal articles, text books, thesis,
academic discussion, conferences, etc. The resources should be chosen
based on two criteria; (1) current / up to date (2) relevance. If possible,
include related verses or hadith..
i. Research Design
 Qualitative
Research design is defined as the strategy to organize the research so
that the researcher can gain valid data that fit the characteristic of
variables and the study’s objective. In qualitative research, the
researcher also needs to explain why qualitative research design is used,
and the kind of research employed, whether ethnographic, case study,
action research, grounded theory, interactive, or participatory research.
It must be supported with sufficient theory.
 Quantitative
Research design is defined as the strategy to organize the research so
that the researcher can gain valid data that fit the characteristic of
variables and the study’s objective. In experimental research, the
chosen design enables the researcher to control external variables
interfering with the variables. The research design of experimental
study always refers to t h e hypothesis being examined. The type of
the experimental research, such as quasi-experiment or true experiment
must be clearly defined. In the non-experimental study, Research
design describes the kind of research done, whether it is exploratory,
descriptive, explanatory, survey, or historical, correlation, or
comparative research. Furthermore, in this part, the variables, their
characteristics and their relationship must be clearly explained.
j. Research Setting
The writer needs to describe the location of the research here and why
this place is chosen. In addition, add the duration of the research (how
long). The location needs to be explained in detail, for example, the
address, the structure of an organization, the program, the
teacher/lecturers, a nd other academic s i t u a t i o n s . The location of
research must be chosen based on the suitability of the location with the
current study as well as the unique situation of the place. The writer
should not choose the site because the writer knows the key person or has
ever worked there.
k. Participants
The writer explains the participants involved in the study. It includes
the number of participants, the characteristics, and the reasons for
choosing the participants.
The term population and sample is only used if the researcher takes a
sample for the research subject. In this part, the writer should explain
the population and the sampling techniques employed in the study. The
writer should also describe the procedures (the steps) of choosing the
sample.
l. Research Instruments
 Qualitative
It covers the instruments used to collect the data. For the qualitative
study, it is common to use interview protocol, observation guidelines,
qualitative questionnaires, documentation, etc. A good research
instrument needs to be constructed from the grand theory of the
research cores.
 Quantitative
Questionnaires and test items are often used in a quantitative study.
After describing the instrument, the procedure of developing t h e
instrument, validity, and reliability test of the instrument must also be
explained in this part. The writer must clarify whether the instrument
is taken from the available standardized instrument, or adapted or
developed by the researcher him/herself. Another thing that should be
included in this part is how to score, categorize, or give an indicator
of each item or question.
m. Data Collection Procedure
 Qualitative
This part covers the procedure of collecting the data. The writer may
employ more than one technique, such as observation, interview,
questionnaire and/or documentation, to triangulate the data and
strengthen the result of the study. The writer also needs to explain
the stages in collecting the data (include the schedule/ timeline)
 Quantitative
This part describes the steps of the study in chronological order.
For example, for experimental research, the scheme or the steps of
the study must be described in detail including the date when the
treatments are carried out. The identification of variables and the
hypothesis should be written to reinforce the understanding of the
readers toward the objectives of the research.
n. Data Analysis
 Qualitative
Qualitative data consist of words, observations, pictures, and
symbols. Qualitative Data Analysis (QDA) refers to the processes
and procedures that are used to analyze the data and provide some
level of explanation, understanding, or interpretation (e.g.,
NVIVO). Qualitative data analysis typically occurs simultaneously
with the data collection. The data analysis should match the design
of the research.
 Quantitative
The statistical analysis used in the research should be
described in this part. It could be descriptive statistics or
inferential statistics. The kind of statistics used depends
on the types of data collected regarding the objective of
the study or the hypothesis. It is also important to explain
the reason for choosing a particular statistical analysis. If
specific software is used, it is a must to mention the name
of the program (e.g., SPSS for Windows)
INFORMATION AND COMMUNICATION TECHNOLOGY
(ICT) USE IN TEACHING ENGLISH FOR YOUNG LEARNERS
THESIS PROPOSAL
By
RAFIKA
(1601240742)
ENGLISH EDUCATION DEPARTMENT

TARBIYAH AND TEACHER TRAINING FACULTY
ANTASARI STATE ISLAMIC UNIVERSITY
BANJARMASIN
2021
LIST OF CONTENTS
Page
A. Research Background ……………………………………………. 1

B. Definition of Key Terms ………………………………..……..… 3
C. Research Questions ……………………………………................ 4
D. Research Objectives …………………………………………...….. 4
E. Research Significance ……………………………………………. 4
F. Previous Study ………………………………………………….… 5
G. Theoretical Review …………………………………………... 6
H. Research Design …………………………………………………. 21
I. Research Setting …………………………………………………. 24
J. Participants ……………………………………………………… 24
K. Data Collection Technique……………………………………… 24
L. Data Analysis …………………………………………………… 25
References ………………………………………………………….. 26
Appendices………………………………………………………….. 28
Curriculum Vitae…………………………………………………….. 32
i
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A. Research Background
In Indonesia, most children learn English in elementary school. Pinter

(2006) said that the aims and objectives of the English language learning
program in elementary schools are: (1) developing basic communication
skills in English, (2) encouraging fun and motivation, (3) promoting
learning about other cultures, (4) developing skills cognitive children, (5)
develop children’s metalinguistic awareness, and encourage learning
knowledge for learning (Pinter, 2006). When referring to the opinion above,
learning English, in principle, trains students to develop various skills that
exist in themselves, both communication skills, knowing various cultures,
and encouraging children to be curious about new things. Teaching English
as a foreign language is becoming more challenging, especially for young
learners. If the teacher wants to succeed in teaching in the class, they have
to know the condition and the needs of the students.
It is also implied in the Al-Qur'an surah An-Najm verses 39-41:
‫ْي َنأَو‬ َ ‫ ٰ ََى إر َٰ ْف‬. ‫ْٰ َ ْنَْ إعٱ َْ َهىَ زَ َجٱ َٰهْىَ إزع َ ََّم‬
ِ ْ َِ ‫ َٰىَ إع َام اِّل‬. ‫و ۥ َٰ ْىسَع َ َنأَو‬
َ ‫نس إ َن ِْل َس‬
From the implied meaning of the above verse, it can be broadly
explained that humans must continuously develop themselves to be
creative to have more abilities in some issues, just as a teacher must be able
to develop himself to be able to do better in learning.
Teachers can use ICT in the teaching and learning process to make
the students interested in learning English. ICT stands for Information and
Communication Technology. In this key term, ICT is described as a variety
of technical resources and tools for communicating, producing,
disseminating, retaining, and managing information. Using ICT, the
classroom will be more flexible and more communicative. We can find
many ways to motivate students to learn English with technology from the
internet, song, YouTube, and other media.
2
In this case, Information and Communication Technology (ICT)

plays an essential role in supporting teachers to teach and learn English.
Many scholars, educators, and teachers believe that ICT positively affects
teaching and learning English. However, a lot of problems might be faced
by the teacher in using ICT to teach English for young learners. Because
the teacher faces issues and challenges in using ICT to teach English for
young learners, the writer thinks this study’s problem is fundamental. In
recent times, Numerous studies have been carried out to investigate the
challenges and opportunities of integrating ICT in teaching and learning,
such as “What makes teachers use of technology in the classroom?
Exploring the factors affecting facilitation of technology with a Korean
sample” by Youngkyun, Baek, Jaeyeob Jung, and Bokyeong, Kim (2008).
They claimed that the teachers with more teaching experience are pretty
reluctant to ICT integration in the teaching-learning process. In Indonesia, a
developing country in South East Asia, ICT in education has garnered
much attention. However, like other countries, Indonesia’s ICT integration
level in education is still low.
Students in elementary school are still young. The teacher should be
creative in teaching them. The researcher found that the English teacher at
SDIT Ukhuwah Banjarmasin uses various ICT tools to teach students.
However, the researcher believes that the teacher has many challenges in
using ICT to teach English for young learners. The issues and challenges
related to using ICT to teach English for Young Learners can be solved if a
teacher realizes the importance of the use of ICT plays significant roles in
the language classroom. Also, if the teacher knows that the teacher lacks
ICT competence, ICT facilities, oversized classes, heavy teaching load, lack
of technical support, and lack of support from relevant authorities. This
study was conducted to identify some teachers’ views toward the use of ICT
for teaching English for Young Learners in SDIT Ukhuwah Banjarmasin.
3
By identifying these views of the teacher, it is hoped that concrete steps can
be taken to help reduce these issues and challenges in using ICT to Teach
English for Young Learners.
This study will focus on understanding the teacher’s view of using
ICT to teach young learners English. The study will examine primary school
teachers in SDIT Ukhuwah Banjarmasin and analyze teachers’ views
toward using ICT for teaching English for Young Learners. Data were
collected from interviews. Therefore, the researcher will conduct a study
entitled “INFORMATION AND COMMUNICATION
TECHNOLOGY (ICT) USE IN TEACHING ENGLISH FOR YOUNG
LEARNERS”.
B. Definition of Key Terms

Several terms related to the research are clarified to avoid
misconceptions.
1. ICT stands for Information and Communication Technology. ICT refers
to telecommunications technologies that provide access to information.
2. TEYL stands for Teaching English for Young Learners. TEYL is a way
of introducing young students to English as a foreign language.
3. Young learners are those studying in basic education or elementary or
primary school who attain the age of about 6 to 12.
4. EFL (English as a Foreign Language) means teaching or learning
English in a country where English is not spoken
5. ELT (English Language Teaching) means English teaching for those
who do not speak English as their first language.
6. Teachers’ Views means the teachers’ perception toward the ICT use in
their EYL classroom activities.
4
C. Research Questions
The main questions to be addressed in this research are:
1. What are the teachers’ views on using ICT for teaching English for
young learners in SDIT Ukhuwah Banjarmasin?
2. What are the issues and challenges in using ICT for teaching English for young
learners in SDIT Ukhuwah Banjarmasin?
D. Research Objectives
According to the research questions, the research aims to investigate:
1. To find the teachers’ view toward using ICT for teaching English for
young learners in SDIT Ukhuwah Banjarmasin.
2. To find the issues and challenges in using ICT to teach English for
E. Research Significance
The research benefits young EFL learners, teachers, practitioners, and
researchers. Remembering the importance of using ICT to the teachers and
students as ICT has a hugely important role in helping teachers to teach and
learn English and helping English language learners more easily to study
English. Many scholars, educators, and teachers believe that ICT
significantly impacts English learning and teaching. This study will give
helpful information to the teacher about teachers’ views on using ICT,
especially issues and challenges that teachers face in the classroom. It also
can be a reference for teachers to evaluate their teaching practice of English
with ICT and improve their teaching skills, so it can prompt students to
learn English.
This research is expected to be used as a reference for other
researchers to conduct research in the field of ICT. Undoubtedly, the results
of this research will be useful for all readers.
5
F. Previous Study
The study about using ICT in teaching has been conducted by several
researchers before, such as Baek, Y.G., Jong, J., & Kim, B. (2008)
conducted the research entitled “What makes teachers use of technology in
the classroom? Exploring the factors affecting facilitation of technology
with a Korean sample”. The result shows that the teachers with more
teaching experience are quite reluctant to ICT integration in the teaching-
learning process. Furthermore, Pham, T. T. N, Tan, C. K, & Lee, K. W.
(2018), in their research entitled “Issues and Challenges in Using ICT for
Teaching English in Vietnam” revealed that using ICT had a variety of
issues and challenges including lack of ICT competence, lack of ICT
facilities, oversized classes, heavy teaching load, lack of technical support,
and lack of support from relevant authorities. Consequently, relevant
stakeholders can consider concrete mitigating steps to overcome those
issues and challenges. Hafifah, G (2019) conducted the research entitled
“Teachers’ Perspective of ICT Integration in English Language Teaching:
A Review of Literature.” The research shows teachers’ positive attitudes or
perspectives in integrating ICT for teaching and learning. Most of the study
recommends using ICT in language teaching and learning context. It
promotes ICT training for teachers to increase their professional
development, especially in preparing teachers to teach in the twenty-first
century of digital literacy.
The similarity between those previous studies and this present study
is in the teacher’s perception of applying ICT (Information and
Communication Technology). This study analyzes the teacher’s view on
using ICT, which means the teacher has experience in using ICT in the
English teaching classroom. Since it focuses on the teacher’s view aspect,
the study analyzed will not only when the teacher serves the material, but
also any teaching process.
6
G. Theoretical Review
1. English Language Teaching (ELT)
ELT stands for English Language Teaching. ELT in the dictionary is
the practice and theory of learning and teaching English for the benefit of
people whose first language is not English. English has become the primary
international language. A great deal of the world’s scientific, commercial,
economic, and technological knowledge is written and published in
English. The new era and globalization today demand many people master
English as an international language. They could absorb and expand their
knowledge, technology, and culture by mastering English well. They also
could communicate with other people from the other country. The
Indonesian government has chosen English as the first foreign language
which is taught in Indonesia’s schools.
Learning language aims to be able to use the language, respond to any
situation, understand more, and to be able to read and write. The main
characteristics of foreign language learning are in amount and type of
exposure to the language. The children will have very little language
experience outside the classroom, and encounters with the language will be
through several hours of learning in a school. In foreign language teaching,
there is an onus on the teacher to provide exposure to the language and
opportunities for learning through classroom activities. There are three
backgrounds to learning English as follows:
a. Learning English as a First Language
English as a First Language is the variety of the English language
spoken by people who acquired English as their first language or mother
tongue. Klein (1990) pointed out one of the implications for teachers of
foreign language learning is in the earliest stages; they bring different
ways to develop skills and learning abilities in their language. By the
age of five, individual differences in language domains will be
7
established. For example, some children will find it easier to learn

vocabulary than others, or children with more developed conversational
skills may transfer these to the new language more quickly than others.
From some language lessons, different children will likely learn
different things, depending partly on what they find easier to
understand. The teacher interchanges the terms second and foreign in
English language teaching. Some of them are warranted, particularly
concerning a curriculum or a lesson, because the difference between the
two is significant, and this dichotomy has been over-generalized in
recent years.
b. Learning English as a Second Language
Carrasquillo (1994) highlighted that English as a second language
(ESL), also referred to as English for speakers of other languages, is a
specialized approach to language instruction designed for those who
have a primary language other than English and who are limited in
English proficiency. The term “specialized” connotes the use of several
distinct and varying methods and strategies based on a wide range of
innovative learning theories that have been developed over several
decades and which deal specifically with learning and teaching
strategies of English to non-native or limited English speakers. The
principal objective of ESL programs is to prepare students to function
successfully in classrooms where English is the medium of instruction
for all subject areas.
Children learn a second language better than adults, which is often
used to support the early introduction of foreign language teaching.
Children can learn a second language effectively before puberty because
their brains can still use the mechanism that assists first language
acquisition. Older learners will learn differently after these stages of the
8
language. They may need to be helped to notice and pay attention to the
silent cues of the new language (Suyanto, 2007).
c. Learning English as Foreign Language

English as a Foreign Language (EFL) is the term used to describe
the study of English by non-native speakers in countries where English
is not the dominant language. In foreign language situations of this kind,
the hundreds of thousands of learners of English tend to have an
instrumental motivation for learning the foreign language. The teaching
of modern languages in schools has an educational function, and the
older learner who deliberately sets out to learn English has a clear
instrumental intention: he wants to visit England, to be able to
communicate with English-speaking tourists or friends, to be able to
read English in books and newspapers.
Primary foreign language classrooms differ in many dimensions
from secondary school language classrooms for different good reasons
(Surkamp, Viebrock, & Carl-Ernst-Poeschel-Verlag, 2018). From a
developmental-psychology perspective, young language learners are
quite different from adolescent or adult learners. Learners in grades 1
and 2 still have an enormous urge to move around; sitting still and
concentrating for 45 minutes is almost impossible. They still like to
play, sing and imitate, but they also easily get bored and distracted.
Young learners love roleplays, stories, and competitive games. They
need and want a lot of repetition, and it is essential for them to
experience praise and success frequently.
Moreover, learners in their first years of schooling are, for
example, unable to deal with abstract grammatical rules or still have
difficulties organizing vocabulary according to abstract categories, such
as nouns, verbs, and adjectives. In addition, it is essential to consider
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that beginning foreign language learners in the primary classroom

usually cannot read and write, meaning they cannot use the written word
as a memory aid when learning the first words in a foreign language.
Visualization and contextualization are, therefore very important for
them. Even if the learners are already somewhat familiar with the
literacy system of the school language, one needs to keep in mind that
they are still learning its grammatical and orthographical rules. Learners
frequently compare the different languages they know in order to make
sense of them. This, however, also leads to a lot of (positive and
negative) transfers from one language to the other, and the learners will
work with and use the foreign language through procedures of trial and
error.
2. English for Young Learners (EYL)

a. Young Learners
Suyanto (2007) pinpointed that the definition of young learners is
elementary school students who are about 6 to 12. They were divided
into two groups, the younger group (6-8 years old) and the older group
(9-12 years old). According to the class, they are called lower classes,
first, second, and third, and upper class, fourth, fifth, and sixth class.
Meanwhile, Scott divides them into level one or first step (5-7-year-old)
and level two (8-10 year old). Level two groups are usually called
beginners when they start to study English at those levels.
Sarah Phillips (2001), in her book, stated that “young learners
means children from the first year of formal schooling (five or six years
old) to eleven or twelve years of age. In the education system, young
learners are children in primary or elementary school.
Young learners prefer learning by doing, thus experiencing reality.
Learning about or through abstract concepts is not a young learner’s
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learning style. Young learners are natural learners, provided they are
offered an informal context to promote their active involvement in
making sense of things. They can seek information from others when
needed and can use what has already been known sociality and
psychologically alike. While learning, they discover the nature of their
own learning. Young learners have unique characteristics that have to
get the teachers’ attention. When the teachers can understand young
learners, it makes teaching more manageable, and the teachers can guide
them well.
Scott and Ytreberg (1990) proposed that there are two groups of
children: the five to seven years old and the eight to ten years old.
Children aged five to seven years old cannot decide yet what to learn
but are very positive and enthusiastic about learning. On the contrary,
children of eight to ten years old tend to be more mature with both adult
and childish sides. In addition, Slattery and Willis (2003) also classify
children as language learners into two groups: very young and young
learners. Very young learners are those under seven years old, while
young learners are seven to twelve years old.
Shin and Crandall (2014) mentioned seven characteristics of
Young Learners, such as 1) Energetic and physically active; 2)
Spontaneous and not afraid to speak out or participate; 3) Curious and
receptive to new ideas; 4) Imaginative and enjoy making belief; 5)
Easily distracted and have short attention spans; 6) Egocentric and relate
new ideas to themselves; 6) Social and are learning to relate to others.
So, children learn by doing and interacting with the environment, and
the children need support and scaffolding from the teacher.
b. Teaching English to Young Learners (TEYL)
Based on the definition of Young Learners in the beginning,
Teaching English to Young Learners is guiding and facilitating Young
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Learners in age 6-12 years old for their activities in learning, knowing,
understanding, and comprehending ideas, attitudes, values, skills, and
information of English using tricks and strategies which will be used in
changing and redefining their thought forward their daily surrounding
situation as the learners of a foreign language. English Young Learners
(EYL) is an English course for children to build lifelong skills.
Meanwhile, Teaching English to Young Learners (TEYL) is a way to
introduce English as a foreign language to young students.
3. Information and Communication Technology (ICT)

a. Definition of Information and Communication Technology (ICT)
Rank et al. (2011) defined the abbreviation of ICT stands for
information and communication technology and has also been adopted
in schools and colleges in place of ‘IT’ to indicate the role played by a
wide range of technologies, not only in the processing of information
but also (primarily for education) for communication. It also indicates a
much broader scope than computers at a time when so many students
carry at least one mobile device more powerful and versatile than the
machines that first appeared in classrooms 30 years ago. The United
Nations Educational, Scientific and Cultural Organization (UNESCO)
stated the term ICT as technology forms that are used to transmit,
process, store, create, display, share or exchange information by
electronic means. This definition of ICT includes technologies such as
radio, television, video, DVD, telephone (both fixed and mobile),
satellite systems, computer and network hardware and software, and
also equipment and services related to such technologies, such as video
conferencing, email, and blogging. The list of technologies covered by
ICT is updated daily as new technologies are invented or designed.
(UNESCO, 2007, p. 1).
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b. ICT in Education
ICT in education is implementing various digital tools, techniques,
and equipment to support teaching, learning, and other cognitive
activities. (Kalas, 2010). Information and Communication Technology
(ICT) in education is the processing of information and communication
facilities that also support teaching, learning, and various educational
activities. The ICTs applied to education include computers, the
internet, broadcasting technologies (radio and television), and
telephony, which can facilitate the delivery of instruction and the
learning processes. These technologies have been identified as an
important tool for creating a new learning-education paradigm that
better supports the needs of learners through differentiated and
personalized instruction (Watson and Watson, 2011). ICT offers help
and complementary support for teachers and students where it involves
effective teaching and learning with the help of computers for learning
aids.
c. Kinds of ICTs for Teaching and Learning
There are various kinds of ICT for teaching and learning. Based
on Alkamel,M.A.A., and Chouthaiwale,S.S. (2018) claimed that ICTs
are divided into two, such as non-web-based and web-based learning
tools.
1) Non-Web Based Learning
a) Radio and Television
Radio and TV are valuable tools for learning the language.
Both instruments provide affordable access to a lot of programs.
The immediacy of current affairs programs ensures that the
language exposure of learners is up-to-date and embedded in the
actual world of native English speakers. Through the radio,
teachers can make students listen to lectures by eminent and
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outstanding speakers. TV is another important technological

medium used by language teachers as it appeals to eyes and ears.
TV provides full audio-visual simulation, dynamics, and a
higher degree of realism. TV gives both linguistic expressions
and facial expressions.
b) Film
The film is the most significant aspect in the hands of an
intelligent and resourceful teacher. Films contribute to the
pupils, increase their interest and bring them to the retention of
the perceptual materials. The film is used profitably to showcase
the facts, actions, and background information. Students at the
primary level may be interested in learning about speech organs’
functioning and pronunciation.
c) Language Lab
Language lab is one of the most modern technological aids
for teaching. Language lab has many aspects, such as students
can listen to audio and understand the different accents used, and
learners can speak and even record their voices. The student’s
pronunciation level could be developed by listening to materials.
The language lab is exclusively results-oriented and enriches
learning the English language. In recent trends, not only audio
but videos, flash-based games, and the internet are also included
in the lab materials. Language lab offers an effective atmosphere
than traditional classrooms.
d) Overhead Projector
The projector, a mainstream teaching media, is very
beneficial and an alternative to chalk and presentation. The
projector needs time to make preparations for the materials in
advance, but this kind of multimedia ensures high-quality
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instruction. It’s a great visual aid to show the context of a large

class. The projector allows teachers to use images and diagrams
and minimizes the teacher’s work by drawing it on a blackboard.
Projector more complicated sources can be added to any
classroom, and it is easy to use, versatile and easy for students
to take notes from it.
e) Interactive Whiteboard
Anderson, J. (2010) mentioned that while connected to a
computer and projector; interactive whiteboards allow students
in classrooms to see on a large board whatever is running on the
connected computer. Boards are interactive since users can
control the computer with their finger or electronic pen on the
board’s surface. By touch, students and teachers interact with the
images displayed, write notes, and highlight items.
2) Web Based Learning
Web-based learning, also called technology-based learning or
distance learning, or online education/e-learning is one of the
fastest-growing areas. It provides opportunities to create a well-
designed, learner-centered, affordable, interactive, officiate, flexible
e-learning environment (khan, 2005). There are thousands of web-
based English classes offering training in various basic language
skills, such as speaking, reading, writing and listening, which are
interactive in various ways. Some of the common technologies
available to promote education are as follows:
a) YouTube
YouTube is a platform that can also be used in your
classroom to find and share authentic video content.
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b) Email
Email is the most common tool for online educator. Email
is a platform for discussion forums, and chats allow teachers to
do so. They are communicating to face common problems,
breaking with the isolation typical of the profession. Through
these tools, it is possible to design a teamwork program or, at the
same time, send a program to every school teacher. Meetings,
publications, and research can be arranged by email, and there is
no need for face-to-face meetings (Colin Latchem, 2017). Email
also offers a sense of privacy that might not be available on a
larger class discussion board. Suppose the online discussion
board is equivalent to a student asking a question in a live class.
In that case, the ability to ask a question or talk via email is equal
to a student meeting in the instructor’s office to speak privately.
(Lisa Dawley, 2007)
c) BLOG
A blog is a Web log that the author updates regularly. They
may contain information related to a particular subject. In some
instances, blogs are used as daily diaries about people’s personal
lives, political views, or even social commentaries. The truth is
that blogs can be shaped to whatever you, the author, want them
to be. Blogs have emerged as a pioneer in a number of internet-
related educational possibilities, partially because it offers
students the opportunity to engage in a more public environment
and to express thoughts, ideas, interpretations, hopes and fears
with anyone willing to spend time looking on the
internet (Martindale, 2005)
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d) Zoom
Zoom is a platform for hosting online synchronous
meetings. As computer-mediated communication has evolved, it
has become easier to communicate digitally face-to-face with
others than ever before.
d. The Function of ICT in Education
The function of ICT (Moonen & Kommers, 1995: Pilot, 1998) in
Jager and Lokman (1999):
1) ICT as an object: this refers to ICT learning. In other words, students
learn ICT as a subject, where they will have to acquire skills for
future use. Education is designed to prepare students for ICT use in
further studies, future jobs, and social life.
2) ICT as an assisting tool: ICT is used to collect data and
documentation, communicate and conduct research, and many
more.
3) ICT as a medium for teaching and learning refers to ICT as a tool
for teaching and learning itself, a medium along which teachers can
teach, and learners can learn. It also seems in a variety of forms,
such as drill and practice exercises.
4) ICT as a tool for school organization and management refers to the
use of ICT for the impact on academic performance, tasks, and the
storage of information related to student learning progress.
e. The Benefits of ICT in Teaching and Learning
Based on Kler (2014), using ICT in the learning process offers
several benefits. Some were spoken about as follows:
1) ICT may help to motivate and engage learners. The needs of each
learner are different. ICT meets the needs of individual learners and
also helps them learn by encouraging them to learn, and in this way,
it helps learners to learn better and more effectively.
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2) In assessing learners, ICT can facilitate learners and teachers by

providing feedback through feedback software that tells them about
their mistakes side by side during the learning process.
3) In an effective presentation the learning material can be presented
more effectively through ICT. It makes the material more presentable
and hence enhances the interest of the learner and thus results in good
learning.
4) Communication channels increased. Via ICT, distance never remains
a problem whenever learners and educators can share their views and
ideas through emails, discussion groups, and chat rooms.
5) ICT is flexible. ICT can be adapted to the ages and abilities of the
students, as well as to the skills and competence of the educator,
which makes the process of learning to be effective.
6) ICT opens up new opportunities for teaching and learning. ICT
allows educators to develop better methods and techniques of making
learning more effective and enable them to learn new skills and polish
their careers more.
7) Autonomous learning, in the use of ICT, will significantly change the
role of both the teacher and the learner. ICT will provide students
with a wide choice on how to approach their study, even without the
teacher’s guidance and with minimal teacher management.
f. Aspect of ICT in TEYL
There are three different aspects of ICT in TEYL: the use of
technology outside the classroom in the form of gaming (Butler), the
affordances of mobile learning for use both inside and outside the
classroom (Belinchón Majoral) and classroom-based ICT (Whyte and
Cutrim Schmid).
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1) The use of ICT in the form of gaming

Games can be considered a type of play with goals and rules.
Games have been used by people in all cultures to acquire various
knowledge and skills (cognitive, social, emotional, and physical
skills) as well as to have fun. Digital games have been characterized
in several different ways. For example, they have been classified by
genre (e.g., action games, adventure games, role-playing games),
player configuration (e.g., single-player games, multiplayer games,
massively multiplayer games), type (e.g., casual games, social
network games) and so forth. Digital games can be categorized
according to their purposes. From an instructional point of view,
games have been classified into serious games and commercial
games. Serious games (also referred to as instructional games) are
specifically designed for educational purposes and are often
distinguished from commercial games designed primarily for
entertainment purposes (also referred to as entertainment games,
commercial off-the-shelf games, or vernacular games). There are
several game roles in learning, such as children developing their
sense of self and facilitating communication and metacommunication
abilities. Games in computer formats can be well suited to providing
learners with opportunities to perform various activities organized
around problems of concern to them. They can offer increasing
difficulty levels in rich, multimodal contexts that allow learners to
interact with others. Digital gaming spaces provide learners with rich
target language resources and opportunities for language learning.
Young learners who grow up with technology may possess unique
characteristics that differ from older generations. The characteristics
of the generation growing up with computer games included (a)
processing information at a very high speed; (b) being good at
19
parallel processing; (c) accessing graphics before texts; (d) showing

a preference for active learning over passive learning; and (g)
considering play as work. Primary school teachers are somewhat
skeptical about the use of digital games in instruction. Teachers seem
to need assistance in developing (a) a deeper understanding of both
the possibilities and limitations of digital games for young learners,
(b) digital literacy skills, and (c) different and/or flexible
conceptualizations of their role in instruction.
2) The use of ICT in the form of Mobile Learning
Mobile learning, or mLearning, is a compound of two different but
powerful words: mobile and learning. The first one, mobile,
immediately conjures up images of learning through smartphones.
Still, it also refers to learning via a wide range of mobile technology,
such as tablets, PDAs (or personal digital assistants), audio players,
netbooks, laptops, and digital readers. All of them share a series of
characteristics that help define what is understood as mLearning.
ICTs, and especially mLearning, cannot be dissociated from the
development of learning in early childhood education since the
attraction experienced by children in the face of technology and
multimedia devices is undoubtedly a crucial aspect. mLearning can
be attractive, for instance, for the development of reading and writing
in a foreign language; it can involve the first contact with letters,
sounds, and pronunciation of new words and chunks of language, as
well as be a vehicle for learning how to produce language, initially
by trial and error, and later by interacting with other children, always
taking into account that mLearning tools can facilitate language
learning and the development of cognitive skills.
Practice recommendations to make mLearning work. Lara (2012)
proposed some useful recommendations before starting, they are:
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defining the learning objective to be achieved; being aware of

whether the technology available allows the creation of the task;
considering the skills needed (for both teachers and learners);
thinking about the cost of implementation (the mobile device itself
and the access to some applications which may require paying extra
fees); asking how to facilitate the motivation from the users towards
the device, and how to measure the success of learning; and ensuring
that all students have a mobile device, that they know how to use it
and that there is good connectivity. While the mLearning activity is
being implemented, it is essential to undertake continuous
monitoring of the experience with a view to getting feedback from
the learners and confirming that the objectives are still active and that
the activity continues accomplishing the language learning aims the
teacher had planned. Consequently, teachers need to ensure that the
terms of service and privacy policies of the tools we choose to use
are appropriate. A straightforward way of doing so is to use websites
and 2.0 services that do not need registration since most 2.0 tools that
require registration are intended for users aged 13 or older. Of course,
many other websites and 2.0 tools can be used without age
restrictions and are fully intended for children and educational
purposes (i.e., Edmodo, Edublogs, Glogster EDU, Google Apps
accounts, Kahoot, or story bird, among others).
3) The use of ICT in the form of Classroom Technology
The term ‘classroom technology’ list Powerpoint, educational
software, web-based video, and display of images on the interactive
whiteboard (IWB) as examples of somewhat conservative use of
classroom technology. In his handbook on technology for foreign
language teachers, however, Blake (2013) uses the umbrella term
digital classroom’ to include a much more comprehensive range of
21
tools and resources, including use of web pages, CALL programs,

and applications, computer-mediated communication (CMC),
distance learning, social networks, and games, thus encompassing
technology use both in and outside the traditional physical classroom.
The use of classroom technology with young learners of English, like
many areas of applied linguistics, and education studies, stands at the
intersection of several academic disciplines. Classroom technology
provides a schematic representation of the overlapping interests of
three main domains. Second language (L2) studies focus on second
language acquisition (SLA) and inform both English language
teaching (ELT) and CALL. Information and communication
technology (ICT) also intersects with education studies as the field of
educational technology.
Many challenges practitioners or teachers face derive from a lack
of adequate pedagogical training for integrating new technologies in
ways that enhance language learning and teaching. There should be
a particular focus on the education of pre- and in-service language
teachers, who are pivotal players in mediating digital technologies in
the language classroom and broader technology adoption processes
in schools. Despite widespread technological investment in many
parts of the world, teachers can and do resist educational and
pedagogical hegemonies in ways that affect learning (Garton &
Copland, 2019).
H. Research Design
Based on the theory of research approach, there are two different types
of research design; qualitative and quantitative. Cresswell (1994) defined
qualitative research as an inquiry process of understanding based on distinct
methodological traditions of inquiry that explore a social or human
22
problem. The researcher builds a complex, holistic picture, analyzes words,

reports detailed views of informants, and conducts the study in a natural
setting.
In this context, the researcher uses narrative inquiry as a research
method. Creswell et al. (2007) defined narrative research as studies of
individuals’ life experiences over time. Narrative research is a type of
research that consists of obtaining and then reflecting on people’s lived
experiences (Josselson, 2007). Narrative inquiry is a way of understanding
and inquiring into experience through collaboration between researcher and
participants, over time, in a place or series of sites, and social interaction
with milieus (Clandinin & Connelly, 2000). Connelly and Clandinin (1990)
stated that because collaboration occurs from beginning to end in narrative
inquiry, plot outlines are continually revised as consultation takes place
over written materials and as further data are collected to develop points of
importance in the revised story.
This research uses narrative inquiry to explore teachers’ views toward
using ICT for teaching English for young learners. The research procedure
was taken from Cresswell (2012). The procedures represented a clear and
comprehensive stage in conducting this narrative inquiry. Then, it was
operationalized into the research context. The steps are described as
follows:
Step 1. Identify the phenomenon to explore
In this step, the researcher focused on the teachers’ views about the
issues and challenges in using ICT to teach English for young learners in
SDIT Ukhuwah Banjarmasin. Identifying an issue or concern provides the
purpose of a study and enables the researcher to understand the personal or
social experiences of an individual(s). The aim of this research was to
explore teachers’ views toward the use of ICT for teaching English for
young learners. To identify the phenomenon, the researcher gives the
23
interview
Step 2. Select one or more participants to study
The criteria for selecting participants are the teacher has a lot of
experience using ICT to teach English for young learners.
Step 3. Collect the story from the participant
This step has the participants tell their stories in a narrative frame and
collect other field texts by interviewing the participants.
Step 4. Re-story or retell the individual’s story
Besides the participant verbally sharing their story through
conversations or interviews, field texts also provide information about the
participant. Examples include journal or diary entries and stories acquired
through friends or family members. In collecting participants’ stories, the
researcher will use interviews to collect the data.
Step 5. Collaborate with the participants/storyteller
Throughout the narrative story collection process, the researcher
works with the storyteller to ensure the participant’s experiences are
accurately portrayed. This step takes place during the process of conducting
research. It aims to validate the data source. Initially, the researcher started
working closely with the participants in collecting narratives. The
participants had to understand well what story to tell. Therefore, the
researcher ensured that both pleasant and unpleasant stories were welcome
as the stories were relevant to the frame.
Step 6. Write a story about the participant’s experiences
The researcher writes and reports finding by using thematic analysis.
The findings section is divided into several subsections representing the
main themes that resulted from the data analysis. Thematic analysis is
probably suitable for multiple case studies since it opens up the possibility
of comparing narratives in data sets to establish shared themes and highlight
individual differences.
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Step 7. Validate the report’s accuracy

The researcher kept collaborating with the participants throughout
the process by starting by collecting, re-storying, and reporting their
narratives. The report on findings was finished after validating processes
such as member checking, triangulation, the data source, and searching for
disconfirming evidence. This step was elaborated into the following section
on the quality of the study.
I. Research Setting
This research will be conducted at SDIT Ukhuwah Banjarmasin. It
will be carried out in 2021.
J. Participants
The participants of this research are the teachers who teach English
for Young Learners (EYL) at SDIT Ukhuwah Banjarmasin. The researcher
will generate data dealing with the teachers’ views, such as issues and
challenges in using ICT to teach English for young learners.
K. Data Collection Technique

The researcher used the narrative inquiry in this research, so the
researcher took an interview to collect data.
1. Interview
For a study, interviews or question-and-answer sessions are one of
the best ways to learn or explore someone’s profound information. The
interview is a conversation that intends to collect information in a
description of the life of the person being interviewed in connection with
the interpretation of the meaning of ‘described phenomena’ (Kvale,
1996). In addition, Schostak (2006) adds that interviews are extended
conversations in order to obtain in-depth information on a particular
25
topic or subject and through which phenomena can occur and be

interpreted in the sense of the meaning of the person being interviewed.
L. Data Analysis
Then, to build the trustworthiness of this narrative inquiry, the
researcher referred to the highly influential and much-cited classic work of
Lincoln and Guba (1985) and the current by Loh (2013). The four criteria
of trustworthiness were used 1) Credibility, 2) Transferability, 3)
Dependability, and 4) Conformability.
a) Credibility
Lincoln and Guba (1985) highlighted credibility is similar to
internal validity in positivist research, confidence in the truth of the
findings. Therefore, the researcher used triangulation and member
checking. 1) triangulation is the technique used to ensure that an account
is rich, robust, comprehensive, and well-developed. 2) member
checking is the single most important provision that can be made to
strengthen a study’s credibility. This can be done both formally and
informally, as opportunities for member checks may arise during the
ordinary course of observation and conversation.
b) Transferability
To establish the transferability of this study, a database that makes
transferability judgments possible on the part of potential appliers
should be provided.
c) Dependability and Conformability
To achieve dependability and conformability of the study, the
researcher maintains a dependability audit examining the process of
inquiry and a conformability audit examining the product to provide
those data support findings, interpretation, and recommendation. To
achieve those kinds of audits, data supported every finding, and
potential auditors were provided access to trace all data.
26
REFERENCES
Anderson, J. (2010). ICT Transforming Education: A Regional Guide. Bangkok:

UNESCO Bangkok.
Banister, P. (1994). Qualitative Methods in Psychology A Research Guide.
Buckingham: Open University Press.
Carrasquillo, A. (1994). Teaching English as a second language: A resource guide.

New York: Garland Pub.
Clandinin, D. J., & Connelly, F. M. (2000). Narrative inquiry: Experience and story
in qualitative research. San Francisco: Jossey-Bass, Inc.
Creswell, John. (1994). Research Design: Qualitative and Quantitative Approaches.
London: SAGE Publications.
Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among
five approaches (2nd ed.). Thousand Oaks: Sage Publications, Inc.
Creswell, J. W. (2012). Educational research Planning, conducting, and evaluating
quantitative and qualitative research (4th ed.). Boston: MA Pearson.
Crystal, D. (2003). English as a Global Language, Second Edition. Cambridge:
Cambridge University Press.
Dawley, L. (2007). The Tools for Successful Online Teaching. Hershey: Information
Science Publishing.
Denzin and Y . Lincoln. (1994). Handbook of Qualitative Research. London: Sage
Depdiknas. (2006). Peraturan Mentri Pendidikan Nasional Nomor 22 Tahun 2006
Tentang Standar Isi. Jakarta: Depdiknas.
Garton, S., & Copland, F. (2019). The Routledge handbook of teaching English to
young learners. New York: NY Routledge Taylor & Francis Group.
Jager, A. K., & Lokman, A. H. (1999). Impacts of ICT in education, The role of the
teacher and teacher training. In European Conference on Educational
Research, Lahti, (pp. 22-25).
Josselson, R. (2007). The Ethical Attitude in Narrative Research: Principles and
Practicalities. In D. J. Clandinin (Ed.), handbook of narrative inquiry:
Mapping a methodology (p. 537–566). Sage Publications, Inc.
Kalas, I. (2010). Recognizing the Potential of ICT in Early Childhood Educationon .
Moskow: UNESCO Institute for Information Technologies in Education.
Kasihani K. E. Suyanto. (2007). English for Young learners. Jakarta: Bumi Aksara.
27
Khan, B. (2005). Learning Features in An Open, Flexible and Distributed

Environment. AACE Journal, 13(2), 137-153.
Kler, S. (2014). ICT integration in teaching and learning: Empowerment of
education with technology. Issues and Ideas in Education, 2(2), 255-271.
Kvale, S. (1996). Interview Views: An Introduction to Qualitative Research
Interviewing. Thousand Oaks, CA: Sage Publications.
Latchem, C. (2017). Using ICTs and blended learning in transforming technical and
vocational education and training. UNESCO Publishing.
Lincoln, Yvonna S & Egon G. Guba. (1985). Naturalistic Inquiry. California: Sage.
Martindale, T., & Wiley, D. A. (2005). Using weblogs in scholarship and
teaching. TechTrends, 49(2), 55-61.
Nazara, S. (2010). Students’ perception on EFL speaking skill development.
Retrieved
https://www.academia.edu/776982/Students_Perception_on_EFL_Speakin
g_Skill_Development.
Polkinghorne, D. E. (1995). Narrative configuration in qualitative analysis.

International journal of qualitative studies in education, 8(1), 5-23.
Schostak, John F. (2006) Interviewing and representation in qualitative research

projects. London: Open University Press.
Scott, W. A. and L. H. Ytreberg. (1990). Teaching English to Children. London:
Longman Group UK Limited.
Slattery, M. and J. Willis. (2003). English for Primary Teachers: A Handbook of
Activities and Classroom Language. Oxford: Oxford University Press.
Surkamp, C., Viebrock, B., & Carl-Ernst-Poeschel-Verlag, J.-B.-M. V. (2018).
Teaching English as a Foreign Language: An Introduction. Stuttgart:
Springer.
Tom Rank, C. W. (2011). Teaching English Using ICT: A Practical Guide for
Secondary School Teachers. New York: Continuum International Publishing
Group .
UNESCO. (2007). The UNESCO ICT in Education Programme. Bangkok: United
Nations Educational, Scientific and Cultural Organization (UNESCO) .
Watson, S. L. (2011). The Role of Technology and Computer Based Instruction in a
Disadvantaged Alternative School’s Culture of Learning. Computers in the
Schools: Interdisciplinary Journal of Practice Theory, and Applied Research,
52.
28
(Appendix I: Guidelines of the Research-Interview)
Interview Guide for Teacher
Date: Thursday, 14th July 2021

Time : 08. 30-09.10 WITA
Activity : Interview with English Teacher 1 and 2 of SDIT Ukhuwah
Banjarmasin
Interviewee : Rafika
Interviewer : T1 and T2
Location : SDIT Ukhuwah Banjarmasin
1. The post-narrative frame writing will be semi-structured interview
2. The interviews will be individual in-depth interviews, lasting up to an hour.
3. To make you feel comfortable, interviews will be done casually.
4. The interview will be audio-recorded.
5. You are free to ask for clarification in case there are unclear questions.
6. The interview covers three stages: a) life history, b) contemporary experience,
and c) reflection on meaning Interview with the teacher
A. Interview about life history.
This part is about the phase when you started to use ICT to teach English for
young learners to the point that you decided to use ICT in your class.
1. How long have you been teaching English with ICT?
2. Could you please describe how you came to the decision to use ICT for
teaching English for young learners?
3. What is your view about using ICT for the first time?
B. Interview about contemporary experience. This is the stage to explore about
your stories in using ICT to teach English for young learners.
1. What are your reasons for using ICT to teach English for young learners?
2. Can you mention kinds of ICT that you use until now?
29
3. What kinds of ICT do you usually use?

4. So far, what benefits do you get in using ICT for teaching English for
young learners?
5. What problems do you face in using ICT in the classroom?
6. How do you deal with those problems?
7. How do you make teaching activities using ICT works well to improve
students in English skills?
C. Interview about your and aspiration, and suggestion on meaning. It is the
session to gain information reflection about your suggestion, hope, feeling,
and plan in the future in using ICT to teach English for young learners.
1. So far, do you see that using ICT for teaching for young learner help
improved your students’ skills in English?
2. What do you plan to do to use better ICT in the classroom?
3. What are your suggestion for dealing with problems and issues of ICT
for teaching English for young learners?
(Adapted from Brinkmann, 2013)

30
(Appendix II: Guidelines of the Research-Narrative Frame)
Narrative frame has similarities with narrative text. You must have written
narrative text about your life before. Writing narrative frame same with narrative
text. In this narrative frame, there are three experiences explored such as past,
present, and future experience of using ICT to teach English for young learners. In
addition, this narrative frame provides starting sentence, which relates to the use of
ICT topic and empty boxes which must be filled by the participants. The function of
starting sentence is helping participants to write experiences easily. However, the
function of empty boxes is helping participants write additional information freely.
Participants can use Indonesian language in writing narrative frame.
Narrative Frame
I am an English teacher in primary school. The first experience/time I started
to teach English with ICT was
(1)_________________________________________________________________
_______________________________________________________________.
My first view in using ICT to teach English for young learners was
I got opportunities such as
(2)_________________________________________________________________
_______________________________________________________________.
I got challenges such as
(3)_________________________________________________________________
_______________________________________________________________.
Upon using traditional media to teach English for young learners, it seemed to be
(4)_________________________________________________________________
_______________________________________________________________.
31
My students felt when I used ICT to teach English was

(5)_________________________________________________________________
_______________________________________________________________.
My present experience is the time of my current use of ICT. I find that
(6)_________________________________________________________________
_______________________________________________________________.
I use various ICT tools such as
(7)_________________________________________________________________
_______________________________________________________________.
This probably because
(8)_________________________________________________________________
___________________________________________________________________
_________.In the future, (Future Experience) I am going to try to
(9)_________________________________________________________________
_______________________________________________________________.
To describe my future expected experience about using ICT to teach English for
young learners, I suggest to overcome the issues and challenges in using ICT with
(10)________________________________________________________________
______________________________________________________________.
Overall, my views in using ICT to teach English for young learners are
(11)________________________________________________________________
______________________________________________________________.
This is the end of my story
Adapted from Barkhuizen, et al (2014)

32
CURRICULUM VITAE
Name : Rafika
SRN : 1601240742
Place and Date of Birth : Anjir Pasar, April 9th 1998
WhatsApp Number : 085251510604
Email : hidayahnortbiuin@gmail.com
Scientific Writing :
Rafika, Nani Hizriani, & Nor Izzatil Hasanah. (2022). Teaching English for Young
Learners by Using ICT: Narrative Inquiry Study. Conference on English Language
Teaching, 2, 202–219. https://doi.org/10.24090/celti.v2.48

PRODI TADRIS BAHASA INGGRIS
Email: tbi@uin-antasari.ac.id Web: ftk.iain-antasari.ac.id
Nomor :- Banjarmasin, 2022

Lampiran : 1 Berkas Proposal
Hal : Mohon Persetujuan Judul Proposal
Kepada Yth.
Ketua Prodi Tadris Bahasa Inggris
Di –
Tempat
Assalamu’alaikum Warahmatullahi Wabarakatuh
Saya yang bertanda tangan dibawah ini:
Nama :
NIM :
Fakultas : Tarbiyah dan Keguruan
Jurusan : Tadris Bahasa Inggris
Memohon kepada Ibu untuk dapat menerima proposal skripsi saya yang
berjudul:
(Tulis Judul Proposal Kalian Disini)
Demikian permohonan ini disampaikan, besar harapan agar Ibu berkenan menerimanya.
Walaikumsalam Warahmatullahi Wabarakatuh
Mengetahui:
Dosen Penasehat Akademik Pemohon
Nur Laila Kadariyah, S.Ag, M.Pd. Nor Azizah

NIP. 197011181996032001 NIM. 180101030218
UNIVERSITAS ISLAM NEGERI ANTASARI
Jalan Jenderal Ahmad Yani KM. 4,5 Banjarmasin
Email: tbi@uin-antasari.ac.id Web: www.ftk.iain-antasari.ac.id
SURAT PENGHARGAAN
Nomor: B – /Un.14/III.1.f/PP.00.9/11/2022
Ketua Program Studi Tadris Bahasa Inggris Fakultas Tarbiyah dan

Keguruan UIN Antasari Banjarmasin dengan ini menyampaikan
penghargaan dan terima kasih kepada
Nama : Nor Faizah Hayati, S.Pd
NIP/NUP : -
Pekerjaan/Jabatan : Staf TBI
telah berpartisipasi aktif sebagai Moderator dalam pelaksanaan Seminar
Desain Operasional Skripsi yang berjudul:
“THE USE OF HOTS IN MAKING ASSESSMENT IN PRE SERVICE

TEACHERS’ LESSON PLAN”
Hari/Tanggal : Rabu, 5 Januari 2022

Oleh/NIM : Dahlia / 170102031328
Atas kerjasamanya diucapkan terima kasih.

Ketua,
Afifah Linda Sari, M.Pd

NIP 198711102015032004
SURAT PENGHARGAAN
Nomor: B – /Un.14/III.1.f/PP.00.9/11/2022
Ketua Program Studi Tadris Bahasa Inggris Fakultas Tarbiyah dan

Keguruan UIN Antasari Banjarmasin dengan ini menyampaikan
penghargaan dan terima kasih kepada:
Nama : Hidayah Nor, M.Pd
N I P/NUP : 201702045
Pekerjaan/Jabatan : Dosen Jurusan TBI
Sebagai : Pembimbing Skripsi
telah berpartisipasi aktif dalam pelaksanaan Seminar Desain Operasional
Skripsi yang berjudul:
Hari/Tanggal : Rabu, 5 Januari 2022

Oleh/NIM : Dahlia / 170102031328
Atas kerjasamanya diucapkan terima kasih.

Ketua,

NIP 198711102015032004
SURAT KETERANGAN
Nomor: B – /Un.14/III.1.f/PP.00.9/11/2022
Yang bertanda tangan di bawah ini, menerangkan bahwa:

Nama : Dahlia
NIM : 170102031328
Jurusan/Prodi : TBI
Alamat : Jl. Padat Karya Komplek Al-Fath Premiere No.
E16 Kelurahan Banua Anyar Kecamatan Banjarmasin Timur
adalah benar telah melaksanakan Seminar Desain Operasional Skripsi
yang berjudul:

Pada Hari/Tanggal : 5 Januari 2022

Tempat : Munaqasah 2
Demikian surat keterangan ini dibuat, untuk dipergunakan sebagaimana
mestinya.

Ketua,

NIP 198711102015032004
4 Februari 2022
Nomor : B – 110/Un.14/III.1.f/PP.00.9/02/2022
Lamp : -
Hal : Perubahan Judul Skripsi
Kepada Yth.
Sdr (i) Dika Fiqri Jatmiko
NIM. 1601240764
Mahasiswa Jurusan TBI
di Banjarmasin
Assalamu’alaikum. Wr. Wb.
Berdasarkan usulan dari Dosen Pembimbing Skripsi tentang perubahan Judul Skripsi,
demikian pula setelah kami mengadakan penelitian dan peninjauan seperlunya terhadap
Proposal Skripsi Sdr (i), dengan ini kami menyatakan dapat menyetujui judul skripsi Sdr
(i) yang semula berbunyi:
AN ANALYSIS OF ENGLISH TEXTBOOK “GENERAL ENGLISH” USED

IN LANGUAGE DEVELOPMENT CENTER USING CUNNINGSWORTH’S
CRITERIA
Berubah menjadi:
AN ANALYSIS OF ENGLISH TEXTBOOK BASED ON

CUNNINGSWORTH’S CRITERIA
Menunjuk :
1. Drs. Saadillah, M.Pd sebagai Dosen Pembimbing Konten dan Metodologi.
2. Yokke Andini, SS, M.Pd sebagai Dosen Pembimbing Bahasa dan Teknik
Penulisan.
Demikian agar Sdr (i) segera menghubungi pembimbing untuk konsultasi selanjutnya.
Wassalamu’alaikum. Wr. Wb.
Ketua,

NIP 198711102015032004
0
Referencing with APA 7th Style – Brief Guide

For more information refer to the AUT Library referencing guide http://aut.ac.nz.libguides.com/APA7th and the APA 7th Manual.
Reference Types In-text Reference List
Book & ebook with DOI (Ewert et al., 2014) Ewert, E. W., Mitten, D. S., & Overholt, J. R. (2014). Natural environments and human health. CAB
or International. https://doi.org/10.1079/9781845939199.0000
according to Ewert et al. (2014)
Include the DOI using the format https://doi.org/10.xxxx/xxxx
Book & ebook without DOI, (Foxall, 2018) Foxall, G. R. (2018). Context and cognition in consumer psychology: How perception and emotion
or guide action. Routledge.
ebook without DOI from According to Foxall (2018)
Use the copyright date. For more than one publisher, list all publishers in the order that they appear,
research databases
separated by a semicolon. Do not include the database name or URL.
Article with DOI from (Washington, 2014) Washington, E. T. (2014). An overview of cyberbully in higher education. Adult Learning, 26(1), 21–27.
research databases or https://doi.org/10.1177/1045159514558412
Washington (2014) stated that
For DOI, use the format https://doi.org/xxxxxx
Article without DOI: (Moody, 2019) Moody, M. S. (2019). If instructional coaching really works, why isn't it working? Educational
From research databases, or Leadership, 77(3), 30–35.
or Moody (2019)
Do not include the database name or URL for articles from most academic research databases.
From a Print journal
Open access journal article (Dayton, 2019) Dayton, K. J. (2019). Tangled arms: Modernizing and unifying the arm-of-the-state doctrine. The
without DOI or University of Chicago Law Review, 86(6), 1497–1737. https://bit.ly/2SkWwcy
Dayton (2019)
Include the URL for articles without a DOI and with a nondatabase URL, e.g. free online journal articles.
Webpage, no date, (Athletics New Zealand, n.d.) Athletics New Zealand. (n.d.). Form a new club. http://www.athletics.org.nz/Clubs/Starting-a-New-Club
or
When the author and site name are the same, omit the site name.
Athletics New Zealand (n.d.)
Webpage, with a date (Monaghan, 2019) Monaghan, E. (2019, December 10). 5 reasons modern slavery at sea is still possible in 2019.
or Greenpeace. https://bit.ly/2PIXjqc
Monaghan (2019)
If the page you are citing includes a last updated date, use that date. Include the name of the website
in the reference.
YouTube video or other (MSNBC, 2020) MSNBC. (2020, January 7). Julián Castro endorses Elizabeth Warren [Video].
streaming video or YouTube. https://www.youtube.com/watch?v=Uk2Tzc8H5po
MSNBC (2020)
Conference paper … act of curation works with unique set of factors (Mason & Mason, I., & Missingham, R. (2019, October 21–25). Research libraries, data curation, and
Missingham, 2019) workflows [Paper presentation]. eResearch Australasia Conference, Brisbane, QLD, Australia.
or https://bit.ly/2RGcFdn
… according to Mason and Missingham (2019)
After the title, include a label in square brackets that matches the description of the presentation e.g.
[paper presentation]. Create a short URL using https://bitly.com
Author In- text Reference List
One author … (Pilger, 2006) Pilger, J. (2006). Freedom next time. Bantam.
or
Pilger (2006) stated that …
Two authors (Shaw & Eichbaum, 2008) Shaw, R., & Eichbaum, C. (2008). Public policy in New Zealand: Institutions, processes and
or outcomes. Pearson Education.
Shaw and Eichbaum (2008) …
List both authors.
3 or more authors, up to 20 (Watson et al., 2019) Watson, S., Gunasekaran, G., Gedye, M., van Roy, Y., Ross, M., Longdin, L., & Brown, L. (2003). Law of
authors or business organisations (4th ed.). Palatine Press.
Watson et al. (2019) stated that …
List all authors up to and including 20. The last author’s surname is preceded by an ampersand (&).
List the first author followed by et al.
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or Holzinger, E., Karyadi, D., Cannon-Albright, L., Teerlink, C. C., Stanford, J. L., Isaacs, W. B., Xu,
Loannidis et al. (2016) stated …. J.,Cooney, K., Lange, E., Schleutker, J., Carpten, J. D., … Weiver, S. (2016). Revel: An ensemble
method for predicting the pathogenicity of rare missense variants. American Journal of Human
List the first author followed by et al.
Genetics, 99(4), 877–885. https://doi.org/10.1016/j.ajhg.2016.08.016
List the first 19 authors, then insert three dots (ellipsis …) and add the last author’s name.
Group (corporate) author First citation: New Zealand Health Information Service. (2003). Report on maternity: Maternal and new-born
with abbreviation (New Zealand Health Information Service [NZHIS], 2003). inequalities in Aotearoa New Zealand. Otago University Press.
Subsequent: (NZHIS, 2003) …
Do not include an abbreviation for a group author in a reference list entry.
Use the full name throughout in your in-text references if
there is no formal abbreviation of the group author.
Author … showed in the study (Seidenberg & McClelland, 1990, as Coltheart, M., Curtis, B. Atkins, P., & Haller, M. (1993). Models of reading aloud: Dual-route and
in secondary citations cited in Coltheart et al., 1993) parallel-distributed-processing approaches. Psychological Review, 100, 589–608.
or
Enter the reference list for the source you have read (secondary source).
Seidenberg and McClelland (1990, as cited in Coltheart et
al., 1993) showed …
Include the original work and the date, and the citation for
the source where you found the information.
Author of a chapter in an … (Easton, 2008) Easton, B. (2008). Does poverty affect health? In K. Dew & A. Matheson (Eds.), Understanding health
edited book or inequalities in Aotearoa New Zealand (pp. 97–106). Otago University Press.
according to Easton (2008)
Include a DOI after the publisher, if available.
AUT Library, Feb 2020

APA 7th Brief Guide: Tables & Figures from Databases
Database Reproducing a table or a figure in your text Referring to a table or a figure in your text
Passport Table 3
In-text citation:
Sales of Apparel by Category, % Volume Growth 2006-2011 …. sales of apparel in China (Euromonitor International, 2012).
Table
Include a reference entry for the reproducing or referring table:

Note. Apparel in China industry overview. CAGR = compound annual growth
Euromonitor International. (2012). Sales of apparel by category, % volume
rate. Passport. Copyright 2012 by Euromonitor International. growth 2006-2011 [Table]. Passport.
In-text citation:
as seen in table 3, the volume …
Passport Figure 3
In-text citation:
Sales of RTD Coffee in New Zealand increase in the sale of RTD coffee (Euromonitor International, 2020)
Figure
Note. Off-trade volume- 000 litres-2005 to 2009, projected up to 2024.

RTD= Ready to drink. Passport. Copyright 2020 by Euromonitor Include a reference entry for the reproducing or referring figure:
International. Euromonitor International. (2020). Sales of RTD Coffee in New Zealand
[Graph]. Passport.
In-text citation:
the sale of RTD coffee as seen is figure 3, …
MarketLine Table 6
In-text citation:
Australia Wine Market Value: $million, 2013-2017 Australian wine market in 2014 (MarketLine, 2020).
Table
Note. CAGR= Compound annual growth rate. MarketLine. Include a reference entry for the reproducing or referring table:
MarketLine Advantage. (2020). Australian wine market value:
Copyright 2012 by MarketLine. $million, 2013- 2018) [Table]. MarketLine.
In-text citation:
as seen in table 6, the value of …
MarketLine Figure 6
In-text citation:
Australia Wine Market Value: $million, 2013-2017 …the market value for wine in 2015 (MarketLine, 2020).
Figure
Note. Wine market value for Australia in millions from 2013- 2017.
Include a reference entry for the reproducing or referring figure:
MarketLine. Copyright 2020 by MarketLine.
MarketLine. (2020). Australia wine market value: $million, 2013-
2017 [Graph]. MarketLine.
In-text citation:
as figure 6 shows, the value of ….
Roy Morgan Table 2
(Asteroid) In-text citation:
Percentage of Men and Women who Bought Total Clothing in the Last 4 weeks fewer men than women bought clothing (Roy Morgan Single
Source New Zealand, 2018).
Table
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New Zealand, 14+ in thousands. (000). wc= weighted count;
Include a reference entry for the reproducing or referring table:
v%= vertical percentage; ix= Index, Roy Morgan Single Source
Roy Morgan Single Source New Zealand. (2018). Percentage of
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four weeks [Table]. Roy Morgan Single Source New
In-text citation:
Zealand.
as seen in table 2, more women …
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(Asteroid) In- text citation:
Percentage of Men and Women who Bought Dried Fruit in the Last Four Weeks … fewer men than women bought dried fruit (Roy Morgan Single
Source New Zealand, 2018).
Figure
Include reference entry for the reproducing or referring figure:

Note. V%= Vertical percentage. Weights to projected population of New Zealand, 14 Roy Morgan Single Source New Zealand. (2018). Percentages of
men and women who have purchased dried fruit in the
years and over in thousands. Roy Morgan Single Source New Zealand. Copyright 2018 last four weeks [Graph]. Roy Morgan Single Source New
by Roy Morgan Single Source New Zealand. Zealand.
In-text citation:
as seen in figure 2, more women…
LINK PENTING APA 7th
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Panduan Proposal Skripsi Lengkap TBI 2022-1

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Format Tersedia

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Bagikan atau Tanam Dokumen

Opsi Berbagi

Apakah menurut Anda dokumen ini bermanfaat?

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Hak Cipta:

Format Tersedia

Panduan Proposal Skripsi Lengkap TBI 2022-1

Diunggah oleh

Hak Cipta:

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PENGAJUAN DESAIN PROPOSAL SKRIPSI

PROGRAM STUDI TADRIS BAHASA INGGRIS

A. TAHAP 1 PENDAFTARAN PROPOSAL

Banjarmasin, 6 Januari 2022

Afifah Linda Sari, M. Pd

INDIKATOR PENILAIAN PROPOSAL SKRIPSI

No. Komponen Indikator

B. Rekomendasi Penguji (beri tanda √ pada kolom yang anda pilih)

Banjarmasin, 31 Maret 2022

ENGLISH EDUCATION DEPARTMENT

ENGLISH EDUCATION DEPARTMENT

A. Research Background ……………………………………………. 1

In Indonesia, most children learn English in elementary school. Pinter

In this case, Information and Communication Technology (ICT)

B. Definition of Key Terms

established. For example, some children will find it easier to learn

c. Learning English as Foreign Language

that beginning foreign language learners in the primary classroom

2. English for Young Learners (EYL)

3. Information and Communication Technology (ICT)

outstanding speakers. TV is another important technological

instruction. It’s a great visual aid to show the context of a large

2) In assessing learners, ICT can facilitate learners and teachers by

1) The use of ICT in the form of gaming

parallel processing; (c) accessing graphics before texts; (d) showing

defining the learning objective to be achieved; being aware of

tools and resources, including use of web pages, CALL programs,

problem. The researcher builds a complex, holistic picture, analyzes words,

Step 7. Validate the report’s accuracy

K. Data Collection Technique

topic or subject and through which phenomena can occur and be

Anderson, J. (2010). ICT Transforming Education: A Regional Guide. Bangkok:

Carrasquillo, A. (1994). Teaching English as a second language: A resource guide.

Khan, B. (2005). Learning Features in An Open, Flexible and Distributed

Polkinghorne, D. E. (1995). Narrative configuration in qualitative analysis.

Schostak, John F. (2006) Interviewing and representation in qualitative research

(Appendix I: Guidelines of the Research-Interview)

Interview Guide for Teacher

Date: Thursday, 14th July 2021

3. What kinds of ICT do you usually use?

(Adapted from Brinkmann, 2013)

(Appendix II: Guidelines of the Research-Narrative Frame)

starting sentence is helping participants to write experiences easily. However, the

function of empty boxes is helping participants write additional information freely.

Participants can use Indonesian language in writing narrative frame.

My students felt when I used ICT to teach English was

This is the end of my story

Adapted from Barkhuizen, et al (2014)

Place and Date of Birth : Anjir Pasar, April 9th 1998

WhatsApp Number : 085251510604

Learners by Using ICT: Narrative Inquiry Study. Conference on English Language

Teaching, 2, 202–219. https://doi.org/10.24090/celti.v2.48

Nomor :- Banjarmasin, 2022

Nur Laila Kadariyah, S.Ag, M.Pd. Nor Azizah

Ketua Program Studi Tadris Bahasa Inggris Fakultas Tarbiyah dan

“THE USE OF HOTS IN MAKING ASSESSMENT IN PRE SERVICE

Hari/Tanggal : Rabu, 5 Januari 2022

Banjarmasin, 5 Januari 2022

Afifah Linda Sari, M.Pd

Ketua Program Studi Tadris Bahasa Inggris Fakultas Tarbiyah dan

Hari/Tanggal : Rabu, 5 Januari 2022

Banjarmasin, 5 Januari 2022

Afifah Linda Sari, M.Pd

Yang bertanda tangan di bawah ini, menerangkan bahwa: