Problems Faced by Seventh Grade English Teachers in Using Ict and Their Strategies to Overcome Them: A Case Study at MTSN 4 Kota Padang

Farel, Muhammad (2026) Problems Faced by Seventh Grade English Teachers in Using Ict and Their Strategies to Overcome Them: A Case Study at MTSN 4 Kota Padang. Skripsi thesis, UIN Imam Bonjol Padang.

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Abstract

Muhammad Farel, 2026: “Problems Faced by Seventh Grade English Teachers in Using ICT and Their Strategies to Overcome Them: A Case Study at MTsN 4 Kota Padang” This study aims to investigate the types of ICT media used by seventh-grade English teachers, the problems faced by seventh-grade English teachers in implementing ICT, and then strategies to overcome those problems at MTsN 4 Kota Padang. The research applied a qualitative approach using a case study design. The participants consisted of two English teachers selected as key informants within the bounded system of the study. Data were collected through classroom observations, interviews, and documentation analysis, and we used the interactive model of Matthew B. Miles and A. Michael Huberman, which includes data reduction, data display, and conclusion drawing and verification. The findings show that ICT integration was primarily manifested through visual, audio, audio-visual, and multimedia applications, with slide-based presentations being the most dominant. ICT functioned mainly as instructional support to enhance explanation and classroom engagement rather than as a transformative pedagogical tool. Teachers encountered multidimensional challenges, particularly technical barriers such as electricity disruptions and equipment malfunction, as well as transitional limitations in ICT mastery and classroom management complexities. To address these issues, teachers implemented preventive, adaptive, collaborative, and institutional strategies, with preventive preparation of backup materials emerging as the most dominant approach. The study concludes that ICT integration in English teaching is contextually negotiated and depends not only on technological availability but also on teacher readiness, pedagogical adaptability, and institutional support.

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