Technology Integration Challenges among Junior High School English Teachers in Riau Province: A Descriptive Study
DOI:
https://doi.org/10.31849/58qbpd09Keywords:
Teacher challenges, Technology integration, descriptive quantitative, Teacher preparednessAbstract
This study examines the challenges faced by junior high school (SMP) English teachers in integrating technology into English language teaching in Riau Province, Indonesia. Employing a descriptive quantitative design supported by qualitative interview data, this research surveyed 96 SMP English teachers selected through purposive sampling from 12 districts and municipalities across Riau Province. Data were collected using a 64-item questionnaire, of which 19 items measured technology integration challenges. In this study, five challenge indicators were employed: teachers' preparedness, infrastructure limitations, curriculum design, students' access, and professional development. The instrument demonstrated excellent reliability (Cronbach's α = 0.917). Findings reveal that the overall challenge level was categorized as High (M = 3.47, SD = 0.85). Students' access emerged as the most critical challenge (M = 3.52), followed by teachers' preparedness (M = 3.45) and professional development (M = 3.44). Infrastructure limitations (M = 3.25) and curriculum design (M = 2.90) were categorized at medium. Demographic analysis revealed that private school teachers and urban teachers reported higher challenge scores. The study argues that these challenges are structural and systemic in nature, and require coordinated policy responses focused on equitable digital access, context-sensitive professional development, and pedagogically grounded curriculum reform. The findings contribute to the limited empirical literature on technology integration challenges in provincial Indonesian EFL contexts.
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