1.

Introduction
Nothing endures but change. These literal words impressed us of the fast
changing of world if we relate it to the development of information and technology.
Modern life now offer easy and sophisticated tool to society around the world to
communicate instantly and to access various kind of information in a few second count
through one magic tool. That is what we called as technology. With the widespread use of
Information and Communication Technologies (ICT), all aspect of life including education
has change in the last few decades. Education has tried to integrate the use of technology
in the students learning process in term of practicality, distance, accessible, self-learning
and so forth. Individualization, interaction and student motivation, often considered
importantly in modern education theories, are a part of the process in ICT (Mullamaa,
2010). When it comes to language learning, a common term used is CALL, which stands
for Computer-Assisted Language Learning. Computer assisted language learning (CALL)
developed and concerned itself with the pedagogical applications of the technology
(Jarvis, 2005). Furthermore, students used the computer to develop and practice their
English. The other extended development in technology is what we commonly called as
internet. By using web resources to practice all skills in English language, teachers simply
support the students to the English proficiency.
Yet, ICT seems divided two contrast opinions among the educationalists. Some
appreciate the values of involving ICT and e-learning in student learning process and
others tend to be rather rejecting to the option of having the electronic environment
overtake the classroom (Mullamaa, 2010). Whether or not this is true, there is no doubt
that the development of ICT has had a great impact on our lives in recent years. If the
students in the last decade ago would have been written with a typewriter and submitted as
a hard copy, now we only have to make it in Microsoft word and send it via e-mail in just
a split second to get a feedback regardless of the actual distance between us. Despite the
glamour of technology, its use in language teaching does not guarantee students success in
skills acquisition nor higher levels of achievement than traditional classroom
environments (Al-Jarf, 2005). Furthermore, He stated that the effects of technology on L1
and L2 acquisition vary. They depend on what kind of technology is used, how it is used,
what is being taught, and for how long. ICT alone cannot be considered as a solution to L2
education challenges, and it needs to be embedded in innovative educational approaches
(15No). E-learning as a support to eye-to-eye classes has proved to be positive and

stimulating both for students and the teacher (Mullamaa, 2010). Means that Technology
and E-learning must be a tool to support eye-to-eye class, it cannot be reliable fully
because traditional classroom means much expensive learning because teacher teach
students heart to heart to reach the students goals, that teacher also can be the facilitator
for things that students do not know yet.
The problem of implement ICT in language learning may deals with the ICT skill
have by the teachers as the facilitator in language learning. Yes, Computers are now a part
of our everyday lives, even so, many language teachers do not know how to integrate ICT
in their teaching (Granath & Vannestl in Lindner, 2013). It is common situation where the
teacher asked their student about how to make power point to present and engage students
in interactive learning. Instead, the students know much about the technology than the
teachers. In addition, it seems that there is bit difficulty to integrate ICT in teaching
English skills. If the teachers can operate ICT by themselves, the next question that must
be asked is whether or not teachers can confidently integrate ICT in English skills taught.
Let say a condition where teachers have to teach English listening skill. Teachers have to
know what kind of ICT that is appropriate to teach listening activity. Otherwise, the
teaching and learning process will not progress well.
Teachers and teachers skill in integrating ICT to teach English skills, however, are
not the only problem of ICT implementation in the classroom setting. Students themselves
have to concern through the involvement of using ICT in their learning process. A modern
student, especially at the university level, must know why and what s/he needs to study,
and to be able to design and stick to their personal study plan (Martinez, 2010). Students
have to be aware of not only digital age literacy skills, but also effective communication
skill, critical and analytical skill and high productivity skill.
This paper, therefore, will present the integration of ICT in teaching four major
skills in English namely Listening, Speaking, Reading and Writing in some countries
including Indonesia. The theoretical perspective about ICT and teaching English skill will
be shown as well as the discussion based on the current situation, especially teaching
English in Indonesia by using ICT. Finally, the recommendation is needed for the better
English skill teaching related to the ICT.

2. Problems
This paper seeks to answer the question of:
1. Is it important to integrate ICT to teach four major English skills namely Listening,
Speaking, Reading and Writing?
2. Do Indonesians teachers fully integrate ICT to teach four English skills namely
Listening, Speaking, Reading and Writing?
3. Theoretical Perspective(s) of ICT and Teaching English skills
There are three different ways to use ICT in language learning (Vannestl, 2009 in
Lindner, 2013). Firstly, ICT can be used as a machine. For example, the students could be
asked to complete a vocabulary test, where they are given four answer options of which
only one is correct. A points-based system might be used to motivate the students.
Furthermore, difficult vocabulary can be stored and reworked. Secondly, ICT can be
utilized as a tool. This usage is most appropriate for creative assignments such as writing
an essay. For such tasks, the learner can use a variety of digital tools, such as spell
checkers or online search engines. Thirdly, ICT can be used as platform for
communication. New technologies provide many opportunities for learners all over the
world to get in touch and to practice their English (Vannestl, 2009 in Lindner, 2013).
Related to the importance of ICT in teaching different skills of English, a research
conducted by Mullamaa (2010) reveals that ICT can be one of path that students motivate
to enter to the real knowledge, in this case is learning English skill through the real
environment. ICT in web based design and internet have the main goals to support
learning English, forming ones personal opinion and being able to express it on issues
topical in ones field of specialization, as well as topics of general interest, personal
feedback on different skills, on accomplishing different tasks (Mullamaa, 2010).
Furthermore it enables students to understand their area of specialization and many other
important issues in a wider context. It enables teachers to make the study process more
flexible and to better take into consideration the needs of different students. The students
are active and a part of the process (Mullamaa, 2010). Students may have favorite
activity such as watching different video-clips, then answering the different questions to
both students that become in essence a short summary of the clip they have seen, and
finally, replaying the respective videos with partner with the voice on mute. It is one of
activity that involves ICT and teaching English speaking skill.

Many ways are used by school to involve ICT in language teaching, in this case is
teacher who teach English skill to the learners. According to Kramsch & Thorne in Tri
(2014), the use of technologies provides learners with unprecedented opportunities to
practice English and involve themselves in authentic environments of language use.
Related to internet, there are Web-based resources for teaching and practicing listening
comprehension (Martinez, 2010). To enhance their proficiency in speaking, language
learners have the opportunity to experience themselves through the interaction in the
second language (L2) with native speakers by using Skype (Dalton, 2011). Furthermore,
ICT can make a task, related to writing, easier or simpler or quicker to do. A team of
writing that has to report their task together will be a boring and difficult task without ICT.
Assembling the parts, making annotations and revisions, managing the versions, lay-out,
all these important aspects of collaborative writing are very difficult in the pen-and-paper
world (Diepen, Stefanova, & Miranowicz, 2013).
Lindner (2013) stated that by means of the internet, both students and teachers
have access to a whole new range of authentic language material such as online
newspapers, music files, videos, etc. that can be used for reading or listening activities.
ICT can also be integrated in speaking or writing activities. Spell checkers and grammar
checkers can be a helpful resource for learners when writing a text. Video conferencing
can be used to bring together students from different countries in order to practice their
speaking skills.
Concerning the different language skills in relation to ICT, many studies focus on
only one of them. R.D. Baker in (Lindner, 2013), compares the reading performance of
two groups of university students. Both groups were given the same text; however one
group received the text printed on paper, while the other group was asked to work with the
text in a digital format. The result showed that there were no significant differences
between the groups' reading performances. It indicates that ICT does not stand ahead
always. Jones (2013) conducted a research entitled Supporting Listening Comprehension
and Vocabulary Acquisition with Multimedia Annotations: The Students Voice. He tried
to explore the important of media in comprehend listening for collage English students in
French who were the first year of study. The study found that students should have options
for viewing material in both a visual mode and a verbal mode in a multimedia listening
comprehension environment. Another research found that Technology-based language
learning environments which present short and interesting authentic video modules and a

lexicon containing the keywords in the captions for use as a resource while listening may
well motivate learners to spend time outside of the classroom exploring the language skills
(Guillory in Jones, 2003).
In the writing skills, Yunus, Nordin, Salehi, Embi, & Salehi (2013) conducted a
research in Malaysia setting that tried to prove the importance and the effectiveness of
integrating ICT in teaching writing skill. This research entitled The Use of Information
and Communication Technology (ICT) in Teaching ESL Writing Skills. The study shows
that the use of ICT in the teaching of ESL writing was very low. Advantages of using ICT
were reported to be attracting students attention, facilitating students learning process,
helping to improve students vocabulary and promoting meaningful learning (Yunus,
Nordin, Salehi, Embi, & Salehi, 2013). Furthermore, disadvantages found included the
difficult class control, distraction and the students tendency to use short forms in their
writing. It was also revealed that teachers are generally weak in managing problems and
planning activities involving the use of ICT in the teaching of ESL writing.
Lindner (2013) conducted a reseach entitled ICT and the four major language
skills who collected data of teachers perceptions on using ICT in four major skills of
English teaching. The finding shows that ICT is considered as a useful tool in the context
of listening activities. As the teachers' examples of activities show, the most important
feature is the authenticity of the material. ICT was least suitable for speaking activities
compared to the other language skills. The result shows that teachers do not consider ICT
an appropriate tool for speaking activities. However, ICT can be used in order to stimulate
and inspire the learner to speak actively, as the teachers' examples of speaking activities
show. By recording the students when they speak, ICT can be of use to improve the
students' speaking performance. Another solution to integrate ICT in speaking activity is
by using video conferencing in order to bring together learners from all over the world to
practice their speaking skills. In reading skills, the report shows that the teachers do not
think that ICT is suited for reading exercises in class at all. Although it more and more
texts on displays rather than paper, the majority of the educators do not seem to be
convinced that it is suited for school. Concerning writing, ICT is a very valuable
tool according to the teachers. As examples for activities, the majority
of the respondents mentioned the writing of texts, such as essays or
stories, on computers (Lindner, 2013).

To conclude, there are many researches done in investigating ICT

and teaching skills of English. Some researches try specifying their
research into one skill of English like listening or reading. But some of
them try to reveals the perception of teacher toward ICT and four major
English skills including listening, speaking, reading and writing.
Conceding, the development of technology cannot be ignoring. Apart
from the fact of whether or not ICT is important in English language
skills teaching, ICT has impacted in the process of learning and
teaching, in this case is teaching English skills. The question about the
important to integrate ICT to teach four major English skills namely Listening, Speaking,
Reading and Writing will be discuss deeply in the next sub-heading.
4. Discussion
This sub-headline will answer and discuss the problem(s) that have been
formulated above.
4.1 Is it important to integrate ICT to teach four major English skills namely
Listening, Speaking, Reading and Writing?
Strictly speaking, the answer is depend on the teacher belief in ICT. Many
studies conducted prove that ICT can be effectively used if teachers have positive
beliefs towards technology (Marwan, 2015). Furthermore, the successful use of ICT
for any disciplines including English is determined largely by the quality of teachers
who use certain type of technology into their teaching and learning process. Research
has proved that ICT facilities do not improve students learning. It is how they are
used for teaching and learning which makes students perform better in their learning
According to Russell et al in Marwan (2015). Teachers who have negative beliefs
toward ICT may consider that ICT will give no impact on teaching and learning. They
may even think that it is useless. If that is the case, technology facility will be a
useless investment because teachers may decide not to use it (Cuban, 2001 in
Marwan, 2015). According to Russell et al., 2003; Tearle, 2004 in Marwan (2015), the
presence of ICT is only a symbol of prestige but not a means to bring about
educational change. In short, the use of ICT by teachers should be supported with
their positive pedagogical and technological beliefs. This type of teachers can then
demonstrate a greater chance to succeed in their use of ICT to enhance students
learning (Castro & Alves, 2007; Lee, 2002).

Indonesia seems trapped in the symbol of prestige of ICT. They only use up
the budget into the facilities only by having one computer for one school without
concerning much on the basic problem face namely: teachers and trainings. Thats
why the development of ICT in Indonesia nowadays is less improving compared to
the developed countries, or even compared to neighboring countries such as,
Malaysia, Thailand, Singapore and so forth.
Let see the real example that may happen in teaching classroom. Confidently
saying, we need tape, laptop, and audio in order to teach students in listening skill.
Without the properties, we cannot bring students into the real atmosphere of English.
But imagine if the teachers who usually transferred knowledge only by a teaching,
she/he may choose to teach using ICT with teacher-centered approach without
concerning much to the students English skills development (Marwan, 2015). Or
another case of teachers who usually devolve the tasks to the students only, they
confidently choose to teach using ICT with student-centered approach that hand over
the students to work with their own computer and internet without monitoring them.
Some reluctant teachers made assumptions that teachers would no longer be needed in
schools, their role being taken over by computers. Because their assumption in such
programmes, students can listen to recordings, watch videos, speak into the
microphone, record their progress or learn words by clicking on pictures and hearing
their pronunciation independently without the control of the teacher. It is one of big
mistakes when integrated ICT in teaching English skills. Not only that, the ability of
teachers in operating the ICT become another factor. It may happen to most old
teachers in Indonesia.
Yes, we do need ICT in English skills teaching. Imagine that we can create
meaningful speaking activities with short-funny video. The students will motivate and
engage enthusiastically to retell the funny video watched. Compare it without ICT as
the encouragement. The classroom can be bored and tired. One more, teachers play a
key role in determining the successful use of ICT in education, in this case is teaching
English skills. The successful of education in Indonesia also determine by teacher
not curriculum, even national exam. Thats why government has to put high attention
in the selection of teachers entrance. One thing that has to remember, ICT is only as a
support for ordinary class-room teaching. Teachers actually cannot be replaced by
computer because they have big role to the students development. Like Chinese

proverb says: teachers open the door, but students must enter by themselves"
(Mullamaa, 2010). Teachers are the key and ICT is the candy that pulls students into
the learning process.
4.2 Do Indonesians teachers fully integrate ICT to teach four English skills namely
Listening, Speaking, Reading and Writing?
Undeniable, the use of computers and the Internet in Foreign Language
Teaching has been debated over the past few years. There is a great change of the
techniques offered, the activities and the degree of application use in the language
teaching syllabus related to the technology (Padurean & Margan, 2009). One states
that ICT not only benefit in term of knowledge accessible. It eases to access whenever
and wherever, wish it dematerialization (less paper more trees), it also enables
teachers to use modern methodologies, concern to individualization (different
interests/ levels/ needs), and of course broadening the horizons, real English, or
whatever foreign language for that matter (Mullamaa, 2010). ICT helps in developing
the skills for finding the right information, analyze, present and discuss it together.
The presence of ICT and internet give beneficial impact to those modern school in
smoothing English learning process, but not in Indonesia. We face many problems
when teachers want to integrate ICT in their learning process. Government, teachers
and students become complicated.
Indonesia seems not ready yet for this case. It seems that According to Yuhetty
(2012) there are various problem faced by Indonesian government, teachers and
students in implementing ICT in education setting. Firstly, economic crisis become
one of the biggest obstacle faced by Indonesia regarding ICT. This condition forces
the government to prioritize on short term programs to help improve the economy of
the general population through social security net, aids to poor students to decrease
drop-out rate, improvement of teachers welfare, etc (Yuhetty, 2012). Furthermore, it
must prioritize on primary needs such as food and clothing, so that the need to use
ICT to get access to information becomes the last choice. Secondly, the poor condition
of the infrastructure makes implementation of ICT in education become hard. In
connection with the availability of infrastructure it makes access to information costly,
which in turn makes the use of ICT low. Another obstacle to the development of ICT
is the low public ICT literacy especially for those who live in the remote area.

By the limitation of the infrastructure, teachers cannot integrate ICT in their

teaching English skills. The case is happening almost in all non-favorite school. One
of writers experiences as pre-service teacher in one of school in Muaro Jambi region
which the writer had to bring her own laptop and audio when she wanted to teach
listening skill to the classroom. Still unbelievable things that students confessed they
were never given the authentic materials of listening task. When listening activity,
teachers only needed to read aloud the blank sheet, and then students fill it in the
blank. Additionally, they were asked to fill the whole LKS (Students task sheet).
Then, when such case is existed to the surface, can we say that Indonesians teachers
fully integrate ICT to teach four English skills namely Listening, Speaking, Reading
and Writing? The answer is not at all.
4. Recommendation
ICT cannot stand alone in integrating with teaching English skills. Teachers, still
the one key of successful integrating ICT to teach English skills, teachers even the key of
the education reparation in Indonesia. When we talk about teaching English skills by using
ICT as tool, it may hard to deal with because government deriving the facilities and
priority, teachers that related to their readiness and belief and also students with low
literacy skills become more and more complicated. We cannot judge any party because
these problems have grown wider and wider. The only key to fix with this is the teachers.
By selecting and filtering the good-quality teachers, we may deal to solve the main
problems faced related to integrating ICT in language teaching. Training is also important
to improve teachers performance in teaching. These things only can be done by the
stakeholder. As students, we have to make plan in what goals that we supposed to reach
especially when it related to the used of ICT. Indeed, we do not only consume the
technology but exploit for learning and teaching process. And all of it will be non-sense if
we do not start from our self. We cannot demand government to repair the facilities, or we
cannot asked students easily to aware of the importance of literacy skill, instead of do it
and model it to the students. A wise words says that when you want to change the world,
change yourself first.