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and Literature) 

Vol. 1 No. 2, 2020  
Available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 

 

 

 

 

 

45 
 

THE USE OF ICT IN ENGLISH TEACHING  
 AT SMK (VOCATIONAL HIGH SCHOOL) REGENCY OF 

NGAWI DURING COVID-19 PANDEMIC  
 

Ari Amnan 
 Muhammadiyah University of Surakarta  

arirocker28@gmail.com 
Abstracts 

The objective of this research is to find out the English teaching during covid-19 
pandemic. Due to the COVID-19 outbreak, all institutions of education in Indonesia 
held the teaching and learning from home as a way to reduce the outbreak the 
virus spread. The ministry of education has a partnership with some providers 
(online class) where teachers and students can utilize it as media freely, on the 
other hand, Teachers preferred to employ WhatsApp (WA) in conducting the class. 
Not all students have enough access to gain the facilities, such as the cost for 
buying internet data, mobile phone, and the reachable and stable signal for 
internet. Teachers and students may require eligible infrastructures to run the 
class properly.  

Keywords: ICT., ELT., COVID-19. 
 
 

INTRODUCTION  

In the early year 2020, the world was shocked by the outbreak of a new 
virus. That virus is originally from Wuhan, China. Found in the late of December 
2019. World Health Organization (WHO) names the virus severe acute 
respiratory syndrome coronavirus-2 (SARS-CoV-2) and the disease as Coronavius 
disease 2019 (COVID19). It is confirmed that the pneumonia transmission of 
COVID-19 can infect human to human rapidly (Yuliana, 2020:1) 

Nowadays, most governments around the world have for the moment 
closed educational institutions in an effort to stop the spread of the COVID-19 
pandemic. It is also implemented in Indonesia, all institutions of education are 
closed and asked to conduct the teaching and learning from home. Based on the 
letter of Minister of education (Chabibie, 2020), especially for area which is 
impacted by Covid-19, should obey as the following instruction ; The process of 
Learning must be run toward online, Teachers do the activities from home 
through video conference, digital documents, and another online source to set 
the class.  

Beside the ministry of education and culture has employed the online 
platform to set the class, the creativities of teachers are really needed in this 
pandemic. Teachers are required to master Information and Communication 
Technology (ICT), and to keep the students learning process at home. There are 
some challenges in conducting online class for teachers such as; the teacher 
competence of using learning-apps, the internet service which not all area can 



ELTALL (English language teaching, applied linguistics 

and Literature) 

Vol. 1 No. 2, 2020  
Available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 

 

 

 

 

 

46 
 

reach, and the communication among teachers-students-parent that is not 
integrated. 

The term used by teachers in doing works at home is called by “work from 
home” (WFH). Because of prevention of the COVID-19 outbreak, and to take 
down the chain of virus spreading, teachers and students might do the learning 
process from home trough online service. 

This research is about to find out the teachers way in delivering class 
(teaching) which belongs to ICT where teacher must employ technology in 
conducting the activities of home schooling.  

 

Underlying theories  

According to Craig R. Barret cited in (Ammanni, 2016:1), Technology 
enable teachers to become leaders in the education transformation around the 
world. Technology which was created by human is able to make easier the 
learning process. 21st century era gets citizens to utilize of technology in daily 
activities; one of them is in education. In this field, the mixing of technology in 
the classroom is out looked as an central approach to raise the effectiveness of 
the teaching and learning process ( Budiman, 2018:2). 

The phrase “information and communication technologies” (ICT) refers to 
forms of technology which are used for broadcasting processing, storing, 
creating, displaying, sharing or exchanging information by electronic means. 
The broad definition of ICT includes such as technologies as radio, television, 
video, DVD, telephone (both fixed line and mobile phones), satellite systems, 
and computer and network hardware and software, as well as the equipment 
and services associated with these technologies, such as video conferencing, e-
mail and blogs (Alkamel & Chouthaiwale, 2019). Then, Asabere and Enguah in 
(Cakiki, 2016) defined ICT as the utensils, services, processes, and gears that 
supply the required environment with the physical infrastructure and the 
services for the generation, transmission, processing, storing and disseminating 
of information in all forms including voice, text, data, graphics and video. 

Furhermore, Based on UNDP cited in (Cakiki, 2016:3) ICTs may be defined 
as information-handling devices- a varied set of stuffs, applications and services 
which are employed for producing, storing, processing, distributing and 
exchanging information. They include the ‘old' ICTs of radio, television and 
telephone, and the ‘new’ ICTs of computers, satellite and wireless technology 
and the Internet. 

ICT allows course administrators and teachers to vary lesson presentation 
styles to motivate students of varying interests, provides learning opportunities 
outside the classroom, and is perceived to cater more for individual differences. 
Integrating technology into language instruction reduces teacher-centred 
understanding and students’ language learning anxiety, but encourages them to 
be risk takers to practice target language as they are digital natives (Cakiki, 
2016). 



ELTALL (English language teaching, applied linguistics 

and Literature) 

Vol. 1 No. 2, 2020  
Available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 

 

 

 

 

 

47 
 

Research method  
This research belongs to qualitative research, which  is according to 

Sharan B. and Merriam cited in (Sugiyono, 2017) as an inquiry approach useful 
for exploring and understanding a central phenomenon. The data were collected 
through questionnaires which spread toward Google-form to the community of 
English teacher of vocational high school organization called MGMP 
(Musyawarah Guru Mata Pelajaran) in Recency of Ngawi 

FINDING AND DISCUSSION 

Based on the letter of instruction issued by the Minister of education, 
especially for red zone (impacted by covid-19) the learning process should be 
held from home, As the information, several online course providers have made 
a partnership with the ministry of education and culture of Indonesia to provide 
free online class as the following table; 

Table 1: Online class Partner 

No. 
Online Class 

Provider 
Page Address 

1. Rumah Belajar https://belajar.kemendikbud.go.id 

2. Google G 
Suites for 
Education 

https://blog.google/outrearch-
initiatives/education/offline-access-covid19/ 

3. Kelas Pintar https://kelaspintar.id 

4. Microsoft 
Office 365 

https://microsoft.com/id-
id/education/products/office 

5. Quipper School https://quipper.com/id/school/teachers 

6. Sekolah Online 
Ruang Guru 

https:ruangguru.onelink.me/blPk/efe72b2e 

7. Sekolahmu https://www.sekolah.mu/tanpabatas 

8. Zenius https://zenius.net/belajar-mandiri 

 
 
 
 
 
 
 
 
 
 
 
 

https://microsoft.com/id-id/education/products/office
https://microsoft.com/id-id/education/products/office


ELTALL (English language teaching, applied linguistics 

and Literature) 

Vol. 1 No. 2, 2020  
Available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 

 

 

 

 

 

48 
 

ICT Platform

Rumah Belajar

Google G Suites for Education

Kelas Pintar

Microsoft Office 365

Quipper School

Sekolah Online Ruang Guru

Sekolahmu

Zenius

Another

 
 

The data showed that no one of the teachers employed the online class that 
recommended by the minister of education and culture. 

Chart 1.0: Teachers preference in online teaching 
 
The English teachers of Vocational high school (SMK) of Ngawi mostly 

employed another choices; WhatsApp (WA) in conducting the class during 
pandemic. 

In conducting the English class, teachers created WhatsApp Group (WAG) 
for each class which has functions as follow; 1). Teachers could communicate to 
students or vice versa, 2). Teachers could share some announcements, 3). 
Teachers could assign students to do some exercises, and then students submit 
the written one into JPG Format 4). Teachers could ask students to read 
materials then make the resume to be submitted to WAG, 5). Teachers could 
explain the materials in brief before giving exercise through WAG.  

Not all students have good understanding to operate the office tools on 
Smartphone, so commonly; they do manually by writing on their own book note 
then take its photo to be submitted. During the class, Students faced some 
struggles. They had a problem when their internet data is empty. Without 
internet data, they couldn’t join the class because they cannot access the WAG 
which required internet connection. Another struggle is the stability of internet 
connection. Students especially who stayed in the area that is difficult to find the 
service of internet, will get hard to join the class through WAG.  

 
 

 
 



ELTALL (English language teaching, applied linguistics 

and Literature) 

Vol. 1 No. 2, 2020  
Available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 

 

 

 

 

 

49 
 

0

10

20

30

40

50

60

Very ready Ready Not ready Very not ready

Readiness

Column1

Column2

 
 

 
Chart 2.0: Teachers readiness 

 
The data showed that teachers are ready enough in teaching English 

through online during pandemic although get some struggles.  
Whereas teachers are steady, not all teachers have good knowledge in 

using online platform. It can be shown by their preferences. They preferred to 
employ WA to have the English class even though there are many options which 
are provided by governments above. They need to have a preliminary or 
introductory of teaching in pandemic. It means that teachers may have a bit 
description of what should they do during pandemic. They just get the 
instructions to teach online without clear description to be applied. 

 
 

CONCLUSIONS  

During pandemic, teachers keep teaching and do their obligation as 
educator through online class. Although the government has served some free 
online class, Teachers preferred to employ WhatsApp (WA) as the main tool for 
teachers in ruling the online class. Even though WA is able to conduct the class, 
it has a bit weakness; 1) not all students have mobile phone, it was in line with 
(Downes, 2020) Many learners might not have a mobile phone of their own and 
so yteachers will be sending messages to students via their parents phone. 2) 
Students’ limits data, it was in line with (Downes, 2020) Some people won’t 



ELTALL (English language teaching, applied linguistics 

and Literature) 

Vol. 1 No. 2, 2020  
Available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 

 

 

 

 

 

50 
 

have a lot of data available for the lesson content. It should be considered about 
the content sharing use only text or small files.  

Teachers and students may require eligible infrastructures to run the class 
properly. Because of the different capability, Students cannot be pushed to join 
the class through online class during pandemic.  
 

 

REFERENCES |  

Alkamel, M. A. A., & Chouthaiwale, S. S. (2019). The Use of ICT Tools in English 
Language Teaching and Learning : A Literature THE USE OF ICT TOOLS 
IN ENGLISH LANGUAGE TEACHING AND LEARNING : A LITERATURE 
REVIEW. Journal of English Language And Literature (JOELL), 
(February). 

Ammanni, S. (2016). The Role of ICT in English Language Teaching and 
Learning. International Journal of Scientific & Engineering Research, 
7(7), 1–7. 

Budiman, A. (2018). EFL techer’s Beliefe and Practice on Integrating ICT In The 
Classroom: A Case Study on The Implementation of SAMR Model In 
Teaching reading Descriptive Text At MA Assalam Sukoharjo. Jurnal 
Penelitian Humaniora, 39–51. 

Cakiki, D. (2016). The use of ICT in teaching English as a foreign language. 
Participatory Educational Research (PER), (September 2016). 

Chabibie, M. H. (2020). Pendidikan Bermutu : Inovasi Pembelajaran Digital. 

Downes, C. (2020). Emergency Remote Teaching using WhatsApp. Jakarta. 
Retrieved from www.britishcounci.org 

Sugiyono, P. D. (2017). Metode penelitian kualitatif. (S. yustiyani Suryandari, 
Ed.). Bandung: Alfabeta. 

Yuliana. (2020). Corona virus diseases (Covid -19); Sebuah tinjauan literatur. 
Wellness And Healthy Magazine, 2(February), 187–192. 

 


