STUDENTS’ PERCEPTIONS OF ICT INTEGRATION IN LEARNING ARGUMENTATIVE TEXT IN MAN 2 MODEL KOTA PEKANBARU

Abstract

The integration of Information and Communication Technology (ICT) in English as a Foreign Language (EFL) learning has become increasingly important in modern education. In learning argumentative text, students are required to think critically, construct logical arguments, and organize ideas clearly. The use of digital technology is considered helpful in supporting this learning process. However, the effectiveness of ICT integration largely depends on how students perceive its usefulness and ease of use. Therefore, this study aims to investigate students’ perceptions of ICT integration in learning argumentative text at MAN 2 Model Kota Pekanbaru. This research employed a quantitative descriptive design. The participants were 72 eleventh-grade students in the 2025/2026 academic year. Data were collected through a 30-item questionnaire using a five-point Likert scale distributed via Google Forms. The instrument focused on three main indicators: perceived usefulness, perceived ease of use, and student engagement. The data were analyzed using descriptive statistics, particularly mean and standard deviation, with the help of SPSS version 26. The findings show that students generally have positive perceptions toward ICT integration, with an overall mean score of 3.60, which falls into the high category. Among the indicators, perceived usefulness obtained the highest mean score (3.65), followed by perceived ease of use (3.60) and student engagement (3.54). These results indicate that students believe ICT helps them understand learning materials, access information more easily, and participate more actively in learning activities. In conclusion, ICT integration contributes positively to students’ learning experiences in argumentative text within the EFL classroom and can support the development of students’ engagement and writing skills.