THE TEACHRERS PREPARATION TO TEACH ENGLISH IN

DIGITAL ERA: CHALLENGES AND OPPORTUNITIES

AT VOCATIONAL HIGH SCHOOL 2 PEKANBARU

BY

DWI AFRILIA PUTRI

SIN. 11714202567

FACULTY OF EDUCATION AND TEACHER TRAINING

STATE ISAMIC UNIVERSITY OF SULTAN SYARIF KASIM RIAU
PEKANBARU
1444 H / 2023 M
THE TEACHERS PREPARATION TO TEACH ENGLISH IN
DIGITAL ERA: CHALLENGES AND OPPORTUNITIES
AT VOCATIONAL HIGH SCHOOL 2 PEKANBARU

BY

DWI AFRILIA PUTRI

SIN. 11714202567

Thesis
Submitted as Partial Fulfillment of the Requirements
for Getting Undergraduate Degree in English Education
([Link].)

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF EDUCATION AND TEACHER TRAINING
STATE ISAMIC UNIVERSITY OF SULTAN SYARIF KASIM RIAU
PEKANBARU
1444 H / 2023 M
i
ii
 ACKNOWLEDGEMENT

In the name of Allah, the most Gracious and Merciful, praise belongs to Allah

Almighty. By his guidance and blessing, the researcher has accomplished the final

research paper entitled “The Teachers Preparation to Teach English in Digital Era:

Challenges and Opportunities at Vocational High School 2 Pekanbaru”. It is a

scientific writing to fulfill one of the academic requirements to finish the bachelor

degree (S. Pd) at Department of English Education Faculty of Education and Teacher

Training State Islamic University of Sultan Syarif Kasim Riau.

Appreciation and sincere thanks to my beloved parents, Mr. Muri, S.T and

Mrs. Asrina, who has devoted all love and affection as well as moral and material

attention. May Allah SWT always bestow grace, health, and blessings in the world

and in the hereafter for the kindness that has given to the researcher. Thank you so

much Dad, Mom. Please keep becoming my inspiration.

Besides that, the researcher would like to show her gratitude to all beloved

people that have encouraged. Motivated even helped the researcher in finishing the

paper. They are:

1. Prof. Dr. Hairunas, M. Ag., the Rector of State Islamic University of Sultan

Syarif Kasim Riau. Prof. Dr. Hj, Helmiati, M. Ag., as Vice Rector I, Dr. H.

Mas’ud Zein, M. Pd., as Vice Rector II, Prof. Edi Erwan, S. Pt., ii M. Sc., Ph.

D, as Vice Rector III, and all staff. Thanks for the kindness and the

encouragement.

iii
2. Dr. H. Kadar, M. Ag., the Dean of Faculty of Education and Teacher

Training, State Islamic University of Sultan Syarif Kasim Riau. Dr. H.

Zarkasih, M. Ag., as the Vice Dean I, Dr. Zubaidah Amir, MZ, M. Pd., as the

Vice Dean II, Dr. Amirah Diniaty, M. Pd. Kons., as the Vice Dean III, and all

the staff. Thanks for the kindness and the encouragement.

3. Dr. Faurina Anastasia, S.S., M. Hum., the Head of Department of English

Education, who has given me correction, suggestion, support, advice, and

guidance in completing the thesis.

4. Dr. Nur Aisyah Zulkifli, M. Pd., the Secretary of Department of English

Education, for her guidance to the students.

5. Roswati, M. Pd., my beloved supervisor who has given correction, support,

guidance, critics, encouragement, and motivation to the researcher from the

beginning of writing the thesis until the completion of it.

6. Cut Raudhatul Miski, M. Pd, the researcher academic supervisor who has

given suggestion and guidance.

7. All lecturers of English Education Department of State Islamic University of

Sultan Syarif Kasim Riau, who have given knowledge and information of this

thesis through the meeting in the class or virtually.

8. H. Peri Daswandi, M. Pd., the headmaster of SMKN 2 Pekanbaru, who has

welcomed the researcher to do the research at the school. English teachers of

SMKN 2 Pekanbaru, Hj. Epi Marlianti, M. Pd., Nur Asmayeti, M. Pd., who

has helped and suggested the researcher in doing this research.

iv
 9. My beloved brother and sister, Ryan Syahputra, A. Md and Nasyia Tri

Adillah who always besides me and always support me anytime. I do love you

all.

10. The researcher’s support systems, Luthfi Kurniawan, who never stop praying,

caring, supporting, and giving the time for the researcher. Thank you so much.

11. My lovely friends Mutiara Fitriani, S. Psi., Dinitrisna Irvianti, S. Pd., Wella

Afra Shakilla, Annida Rachmawati, S. Pd., who always give love, affection,

care, time, kindness and everything that the researcher cannot mention it one

by one. Thank you for accepting the researcher as she is.

12. For all people who have given the researcher great support in carrying out and

finishing this thesis. It cannot be written one by one. Thank you very much.

13. Last but not least, I would like to thank myself for being strong and not giving

up in completing this thesis.

Finally, the researcher realizes that there are many shortcomings in this thesis.

Therefore, constructive critiques and suggestions are needed in order to improve this

thesis. May Allah Almighty, the Lord of universe bless you all. Aamiin.

Pekanbaru, 6th January 2023

The Researcher,

Dwi Afrilia Putri

SIN. 11714202567

v
 ABSTRACT

Dwi Afrilia Putri, (2023): The Teacher Preparation to Teach English in Digital

Era: Challenges and Opportunities at Vocational

High School 2 Pekanbaru.

This research aimed to explore the teacher preparation to teach English in Digital Era:

Challenges and Opportunities at Vocational High School 2 Pekanbaru. The design of

this research is qualitative research. The research participant was an English teacher

while the data was collected by using interview. The results of the study show that

preparation is an important thing for teacher to do before teaching, especially in this

digital era. In this digital era, teachers make these preparations using existing

technology such as laptops. And there are challenges and opportunities that teachers

encounter both when preparing befor teaching and when teaching.

vi
 ABSTRAK

Dwi Afrilia Putri, (2023): Persiapan Guru Mengajar Bahasa Inggris di Era

Digital: Tantangan dan Peluang di SMKN 2

Pekanbaru.

Penelitian ini bertujuan untuk mengeksplorasi persiapan guru untuk mengajar Bahasa

Inggris di Era Digital: Tantangan dan Peluang di SMKN 2 Pekanbaru. Desain

penelitian ini adalah penelitian kualitatif. Partisipan penelitian adalah seorang guru

bahasa Inggris sedangkan data dikumpulkan dengan menggunakan wawancara. Hasil

penelitian menunjukkan bahwa persiapan merupakan hal penting yang harus

dilakukan guru sebelum mengajar, terutama di era digital ini. Di era digital ini, para

guru melakukan persiapan tersebut dengan menggunakan teknologi yang ada seperti

laptop. Dan ada tantangan dan peluang yang dihadapi guru baik saat mempersiapkan

sebelum mengajar maupun saat mengajar.

vii
 ‫ملخص‬

‫دوي أفريليا بوتري‪ :)0202( ،‬إعداد املعلم لتدريس اللغة اإلجنليزية يف العصر الرقمي‪:‬‬
‫التحدايت والفرص يف املدرسة الثانوية املهنية‬
‫احلكومية ‪ 0‬بكنبارو‬

‫ي هدف هذا البحث إىل استكشاف إعداد املعلم لتدريس اللغة اإلجنليزية يف العصر‬
‫الرقمي‪ :‬التحدايت والفرص يف املدرسة الثانوية املهنية احلكومية ‪ 2‬بكنبارو‪ .‬تصميم البحث‬
‫هو حبث نوعي‪ .‬املشارك يف البحث معلم اللغة اإلجنليزية‪ ،‬ومت مجع البياانت ابستخدام‬
‫املقابلة‪ .‬تظهر نتائج البحث أن اإلعداد أمر مهم جيب على املعلمني القيام به قبل التدريس‪،‬‬
‫خاصة يف هذا العصر الرقمي‪ .‬يف هذا العصر الرقمي‪ ،‬يقوم املعلمون هبذا اإلعداد ابستخدام‬
‫التكنولوجيا احلالية مثل أجهزة الكمبيوتر احملمولة‪ .‬وهناك حتدايت وفرص يواجهها املعلمون‬
‫عند اإلعداد قبل التدريس وأثناء التدريس‪.‬‬

‫‪viii‬‬
 LIST OF CONTENTS

SUPERVISOR APPROVAL ........................................................................ i

EXAMINER APPROVAL ........................................................................... ii
ACKNOWLEDGMENT ............................................................................... iii
ABSTRACT ................................................................................................... vi
ABSTRAK ..................................................................................................... vii
‫ ملخص‬................................................................................................................ viii
LIST OF CONTENTS .................................................................................. ix
LIST OF TABLES ........................................................................................ xi
LIST OF APPENDICES ............................................................................... xii
CHAPTER I INTRODUCTION
A. Background of the Problem ................................................................ 1
B. Problem of the Research ..................................................................... 5
1. Identification of the Problem ........................................................ 5
2. Limitation of the Problem .............................................................. 5
3. Formulation of the Problem .......................................................... 5
C. Objective and Significance of the Research ........................................ 6
1. Objectives of the Research ............................................................ 6
2. Significance of the Research ......................................................... 6
D. Reason for Choosing the Title ............................................................. 6
E. Definition of the Term ........................................................................ 7
1. Teacher Preparation ....................................................................... 7
2. Digital Era ...................................................................................... 7
CHAPTER II LITERATURE REVIEW
A. Theoretical Framework ....................................................................... 8
1. The Nature of Preparation for the Teacher .................................... 8
2. The Nature of Digital Era .............................................................. 14

ix
 3. Strengths of Education in Digital Era ............................................ 16
4. Weakness of Education in Digital Era ........................................... 17
B. Relevant Research ............................................................................... 18
C. Operational Concept ............................................................................ 21
CHAPTER III RESEARCH METHODOLOGY
A. Research Design .................................................................................. 22
B. Time and Location of the Research ..................................................... 22
C. Subject and Object of the Research .................................................... 22
D. Participant of the Research................................................................... 23
E. Techniques of Data Collection ............................................................ 23
F. Technique of Data Analysis ................................................................ 24
CHAPTER IV FINDING AND DISCUSSION
A. Finding ............................................................................................. 26
B. Discussion ........................................................................................ 34
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion ....................................................................................... 37
B. Suggestion ....................................................................................... 39
REFERENCES
APPENDICES
CURRICULUM VITAE

x
 LIST OF TABLES

Table III.1 Participants of the Research .................................................... 23

Table III.2 Blueprint of Instrument ............................................................ 24

xi
 LIST OF APPENDICES
Appendix I Instrument of the Research
Appendix II Recommendation Letters
Appendix III Documentation

xii
 CHAPTER I

INTRODUCTION

A. Background of The Problem

Technology nowadays has entered into every walk of life. In this era of

technology, the digital revolution has transformed almost everything from our

work at our organizations to our daily routines. It is transforming the way

children and young people play, access information, communicate with each

other, learn, relearn and unlearn. But now this revolution has profoundly entered

in the Education sector and that is also at all levels.

Then, technology of information is improving more and more

sophisticated in line with the developing era. The era of digitalization is

automation in various sectors of life (Suwardhana, 2017). The Digital Era is the

current name that is given to the innovation of technologies and trends such as the

Internet of Things (IoT), robotics and others. Digital Era is the term used to refer

to the developmental process in the management of manufacturing and chain

production (Schwab, K. 2016).

The use of digital technology by teachers from early years in primary

education makes learning a more familiar experience for students today. Using

digital technology is also seen as the application of information and

communication technology (ICT) by research- ers and teachers in the feld of

education, where ICT is defned as “forms of technology that are used to transmit,

process, store, create, display, share or exchange information by electronic

means” (UNESCO, 2007)

1
 2

In this study, Digital Era means a new phase in the education that focuses

heavily on technology, interconnectivity, automation, machine and learning. The

use of technology in the classroom is one of the important concerns that slowly

integrates into advancing the education system in all levels starting from

preliminary level to the tertiary level of education. This integration can be seen

from the implementation of technical aspects in terms of the use of knowledge

transfer such as platform, learning materials, classroom settings, learning space,

knowledge presentation and more. However, mutual understanding is pertinent in

establishing good rapport among students as well as their relationships with

teachers or educators in terms of embracing this integration of technology in the

classroom and outside the classroom as well.

To create a good relationship between teachers and students, teachers must

prepare everything related to the teaching and learning process. Teacher

preparation is the way teacher to get ready for every condition that might happen

in the class. So the teacher could optimize the class to run smoothly (Tohirin,

2014). The preparation made by the teacher is very important for effectiveness.

The level of knowledge and skills teachers bring to the classroom is measured by

their preparation and qualifications.

Based on the results of the International Education Symposium 4.0 for

Indonesia in Bali known as the International Symposium on Open, Distance and

E-Learning (ISODEL) 2018 organized by the Ministry of Education and Culture

produced 22 conclusions and 20 recommendations for realizing "Education 4.0 for

Indonesia" delivered by the Head of the Center for Information and

 3

Communication Technology Education and Culture (Kapustekkom), Ministry of

Education and Culture, Gogot Suharwoto (06 December 2018). As for one of the

conclusions produced in the ISODEL event, it is expected that both teachers and

students must be digital, technology literate, including involving the role of the

community, and parents in universal education.

And also for recommendations produced in the implementation of

ISODEL, explaining that for teachers consists of increasing competence in

accordance with standards, especially in digital literacy for e-learning, e-

administration, and e-career; Active in the teacher community through Teacher

Working Groups (KKG), Subject Teachers' Deliberations (MGMP), or teacher

association; improve skills in choosing ICT models, methodologies, and learning

that are appropriate to the level of student growth (Kristiawan, 2014).

This has been regulated in the Law of the Republic of Indonesia Number

14 of 2005 concerning Teachers and Lecturers that teachers must have four

competencies including pedagogic, personality, social, and professional obtained

through professional education. Therefore, one of the strategies that can be done

to improve the professionalism of teachers is that teachers are introduced to digital

literacy (Wandasari et al, 2019). So, the role of the teacher is very important in

implementing the Digital Era system when teaching both in the classroom and

outside the classroom.

Based on observation at Vocational High School 2 Pekanbaru, teachers

have used computers in the learning and teaching process, and the use of

technology such as computers makes teachers more creative and innovative in

 4

teaching and students become more interested in lessons. By using a computer in

the learning process, it means that the teacher has carried out according to the

results of ISODEL 2018 namely the teachers must be digitally literate, especially

for e-learning, e-administration, and e-career.

The explanation is supported by the research from Angelinawati (2019)

that is technology enables English teachers to do things in an easier, faster, and

more efficient way, and gives teachers opportunities for their personal

development. The challenges faced by teachers in this era are mastery of IT,

professionalism, learning creativity, the mismatch of time with the learning load,

and the attitude of not wanting to change from the teacher (Nababan, Purba &

Siburian, 2020). And also, from the research by Afrianto (2018) explain that for

learning run smoothly the teacher must know the strategies in conducting

innovative classroom and developing curriculum for the students. So, in this

study, researcher wanted to find out what preparations were made by teachers to

teach English in digital era and what were the challenges and opportunities

experienced by teachers.

Based on the explanation above, the researcher was interested in pointing

out the problem into a research entitled “THE TEACHERS PREPARATION

TO TEACHING ENGLISH IN DIGITAL ERA : CHALLENGES AND

OPPORTUNITIES AT VOCATIONAL HIGH SCHOOL 2 PEKANBARU ”.

 5

B. The Problem

1. Identification of The Problem

Based on the explanation above, the researcher identifies the problem as

follows:

a. To what extent the teachers prepare to teach English in the Digital Era?

b. What are the challenges encountered when teaching English in the

Digital Era?

c. What are the opportunities encountered when teaching English in the

Digital Era?

2. Limitation of The Problem

In order to avoid misunderstanding the problem, the researcher need to limit

the problem of this research. The reasercher focus to find out to what extent the

teachers prepares, what challenges and opportunities are encountered in teaching

English in the Digital Era at Vocational High School 2 Pekanbaru.

3. Formulation of The Problem

a. To what extent the teachers prepare to teach English in the Digital Era

at Vocational High School 2 Pekanbaru?

b. What are the challenges and opportunities that teachers face when

teaching English in the Digital Era at Vocational High School 2

Pekanbaru?
 6

C. Objective and Significance of the Research

1. The Objective of the Research

a. To find out how far the preparation of the teachers to teaching

English in the Digital Era.

b. To find out the challenges and opportunities that teachers face

when teaching English in the Digital Era.

2. The Significance of the Research

a. These research findings are expected to be useful and valuable,

especially for teachers at Vocational High School 2 Pekanbaru for

their future learning process.

b. These research findings are expected to be beneficial for the

students in the Digital Era especially for students at Vocational

High School 2 Pekanbaru.

c. Besides, these research findings are also expected to be positive

and valuable information, especially for those who are concerned

in the world of teaching and learning English in the Digital Era.

d. It is expected to the next researcher to be useful and can help

everybody who needs information related to the title.

D. Reasons for Choosing the Title

There are several reasons for the researcher in choosing this title:

1. The topic is relevant with the major of the researcher as one of the

students in English Education Department.

 7

2. The researcher thinks that this topic is important to investigate because

this will be very useful for all teachers when teaching English in

Digital Era.

E. Definition of the Term

In order to miss understanding and miss interpreting of the terms used in this

research, it is necessary to define the terms in this research as follows:

1. Teacher Preparation

According to Larlen (2013), teacher preparation is a planned action

done by a teacher who teaches students in a school while the learning

process. The teacher prepares how the class will be, time allocation, media

use, and others.

2. Digital Era

The digital era is a condition of the era or life in which all activities

that support life can be made easier with the existence of sophisticated

technology. Currently the education sector also feels the impact of digital

transformation. The impact of digital transformation is in utilizing and

processing data, applying it in technology and having to understand the

use of technology (Kristiawan and Muhaimin, 2019).

 CHAPTER II

REVIEW OF RELATED LITERATURE

A. Theorical Framework

1. The Nature of Preparation for the Teacher

a. Definition of Teacher Preparation

Preparation could mean a lot. It can be translated into

programs, objectives, plans, plans, and many others. According to

Jordan (2018), teacher preparation is an internal program

developed by teacher based on research and theory regarding how

students learn and the best way to teach them. Teacher must decide

the best method on how the learning process should be to increase

student‟s interest in studying. Preparation can have a significant

impact on teachers as it can affect student learning outcomes.

(Wahyuningsih & nur, 2012).

Seels and Glasgow (1998), states that a preparation refers to

what needs to be learned (analysis). the process of determining

how learning can take place (design). The process of implementing

learning. Enco (2005), states that preparation as an effort to

actualize a curriculum that requires teacher professionalism in

implementing learning so that its effectiveness is achieved in

accordance with the preparation that has beenprogrammed. in other

words, lesson plan includes learning objectives, teaching materials,

learning activities and evaluation.

8
 9

As expressed by Syaefudin and bin Syamsudin (2006) "if

you fail to plan, you plan to fail." means that preparation in a

learning process if it violates the rules then in fact we have planned

a failure. Then the teacher's ability to prepare a learning must be

perfect so that what is expected of what we prepare is achieved in

accordance with that preparation.

According to Sayefuddin (1982), preparation is "a process

of preparing a series of decisions or actions in the future of a

country's overall economic and social development." Education is

the process of preparing a series of decisions for future activities

aimed at achieving goals in an optimal way for the country's

overall economic development. In short, learning preparation is an

attempt to prepare for decision making.

The teachers use digital resources to enhance learning by

preparing lessons via power point presentations and word

document, or create communication channels for students and

parents through social media and e-mails. Research has shown that

teachers’ ability to use technology to plan and implement student-

centred learning activities and efective communication with

parents can enhance children’s learning (OECD 2010; Wake and

Whittingham 2013; UNESCO 2011).

 10

b. The Importance of Teacher Preparation

a. Make you a better teacher.

b. Boost student performance and achievement.

c. Make the day go by faster.

d. Minimize classroom discipline issue.

e. Make you confident in what you do.

c. Part of Teacher Preparation

According to Suzani [Link] (2011), language teaching and

learning success depend on human elements and non-human

elements. Human elements are related to the teachers and learners,

such as teachers’ role and learners’ characteristics. In addition,

interaction in the classroom between teachers and learners or

among learners is also parts of human elements. On the other hand,

non-human elements such as:

a. Curriculum

The emergence of 2013 curriculum brings new atmosphere

to the teaching and learning process in classroom. Students, as

learning subjects, are expected to be more creative, innovative,

active, productive and affective. Teachers, as facilitator, should be

more creative in integrating students‟ character building into

learning materials, and utilizing recent media in delivering

materials and assessing students‟ achievement.

 11

b. Syllabus

According to Richards and Schmidt (2010), syllabus is a

description of the contents of a course of instruction and the order

in which they are to be taught. In the implementation of 2013

curriculum, the Ministry of Education and Culture has developed a

syllabus which consists ofcore and basic competencies, guidelines

of learning materials, learning activities, assessment, time

allocation, and sources of learning.

c. Lesson Plan

Lesson plan is a collection of activities to achieve the

objectives of learning. A well thought and careful design of lesson

plan can help teachers stay on track and ensure the effectiveness of

learning process (Mulyasa, 2009). Planning helps because it allows

teachers to think about what they are going to do with their

students at class. In the teaching practices, a plan helps to remind

teachers what they intended to do, especially if they get distracted

or momentarily forget what they had intended.

The lesson plan is created before the teaching and learning

process. It should cover all the component of lesson as lesson

objectives, material, lesson description, procedure, evaluation, and

time allocation.
 12

d. Media in Learning

As teacher use newer technology into classrooms, learners are

able to learn at increasingly faster rates. The following sections

discuss the emerging technology that can be applied in education

in the digital era:

a) Cloud Computing

Cloud computing is Internet-based computing in which

shared resources, software and information are delivered as

a service that computers or mobile devices can access on

demand (Kiran 2014). Cloud computing is already used

extensively in education. Free or low-cost cloud-based

services are used daily by learners and educators to support

learning, social interaction, content creation, publishing

and collaboration. Examples of cloud-based tools include

Massive Open Online Courses (MOOC), Open Educational

Resources (OER), Google Apps, YouTube, Twitter and

Drop box. Today more services, tools and applications are

being provided in the cloud. Cloud-based tools and

applications will bring flexibility and new possibilities for

improving teaching and learning.

b) Mobile Technology

Mobile technology has become an important tool in the

teaching and learning process. Studies have shown that

 13

technologies especially the use of mobile devices does

bring positive impacts in improving teaching and learning.

The mobile technology involves connectivity for

downloading, uploading and/or online working via wireless

and/or mobile networks. The main platforms for such

connectivity usually include mobile phones, smart phones,

PDAs, MP3/MP4 players (e.g., iPod), tablets, wireless

laptop PCs, mini notebooks or netbooks, and handheld

gaming devices (Kukulska-Hulme et al., 2009).

c) Games and Gamification

Referred to as “Game-Based Learning”, this emerging

technology has expanded far beyond integrating digital and

online games into learning. Games are effective tools for

scaffolding concepts and simulating real world experience.

Games also enable learners to acquire new knowledge and

enhance learning through multiple intelligences

(Iaremenko, 2017). There are many online

applications/games that could be utilized in teaching and

learning. Among the simplest ways to engage students in

gamified learning is to try web resources such as Kahoot,

Quizlet, Quizziz, Socrative and many more.

 14

2. The Nature of Digital Era

a. The definition of Digital Era

The Digital Era is replacing and even removing jobs at a

higher speed. The Digital Era is related to what is called the

"smart factory" (Dutton, 2014). In a smart factory, a virtual copy

of the physical world and decentralized decision making can be

developed (Buhr, 2015).

Also, bodily systems can cooperate and communicate with

each other and with humans in real-time, all enabled by the

internet of things (IoT) and related services. The debate about

Digital Era and its global impact is proliferating due to intense

discussion about the internet of things, the new technology and

smart knowledge and systems (Friess & Ibanez, 2014; Vermesan

et al., 2014).

b. Education in Digital Era

Nowadays technology constitutes one of the main sources

of learning. Among the most influential learning theories in the

last years is social constructivism, according to which

knowledge is constructed through the interaction of the existing

knowledge with new ideas and experiences and through

interaction with social environment (Vygotsky 1978).

Education in Digital Era is where human and machines

work together for better project output and finding solutions of

 15

various problems through a number of innovations meant for the

development of human society. Machines in Digital Era is like

Computer, Laptop, Hand Phone, etc.

The argument for digital technologies’ positive impact on

learning has been questioned by some (see Higgins, 2009). But

the need to establish the value of technology to education

remains important, particularly where there is an emphasis on

standards-based accountability and because of the substantial

cost of implementing technology innovation in the classroom.

In the application of technology in the digital era education,

it is important that the teaching and learning provide ongoing

and frequent feedback on performance, create a collaborative

learning environment, incorporate experiential learning

opportunities, create a learning environment that encourages an

open exchange of ideas and create a social atmosphere though

the use of team, and group assignments. Without a doubt,

technology will be a crucial part of the education in the digital

era.

Sanjaya (2006) there are seven roles of teachers in learning

in the digital era (1) teachers as learning resources; the teacher's

role as alearning resource is related to the teacher's ability to

master the subject matter. (2) the teacher as a facilitator;

the role of the teacher in providing services to students to

 16

make it easier for students to receive subject matter. (3)

teachers as managers; in the learning process, the teacher

has the role to take full control of the climate in the

learning atmosphere. The teacher must create a comfortable

and conducive classroom atmosphere. So students can

receive learning comfortably; (4) the teacher as a

demonstrator; what is meant here is that the teacher is a person

whose role is to show attitudes that will inspire students to do

the same, even better; (5) the teacher as a guide; His role as a

mentor, the teacher is asked to be able to direct the students to

be what they want. But of course, the teacher must guide and

direct to be able to achieve the goals and dreams of the student;

(6) the teacher as a motivator; the learning process will succeed

if students have motivation in themselves. Therefore, the

teacher also plays an important role in fostering motivation

and enthusiasm in students to learn; (7) teachers as

elevators; after doing the process.

3. Strengths of Education in Digital Era

Digital Era demands changes in the contents of not only technical

education, but also education in general. Across disciplines, new

emphasis will have to be given on certain skills and new contents have to

be added. So, new educational programs will have to be developed to

meet changing demands. In the Digital Era, jobs that require creativity
 17

are likely to stay. Irrespective of discipline, Education in the Digital Era

must be able to produce highly creative graduates with the ability to think

critically. Graduates must be innovative and entrepreneurial, and have

cognitive flexibility to deal with complexity.

Education in the Digital Era creates an opportunity for educators to

engage in new technology tools to make them relevant in the industry.

Educators are needed here to play a crucial role in connecting the

students and real work life. This requires designing tasks or activities that

engages learners to become involved in the thinking and learning

proccess.

Researchers have pointed to well-crafted use of technology

benefiting, for example:

a. Increased learner effectiveness or performance gains

b. Increased learner efficiency

c. Greater learner engagement or satisfaction

d. More positive student attitudes to learning.

4. Weakness of Education in Digital Era

One weakness of education in the digital era is resistance to change

factor occurs at a greater level. The teachers will resist to change or will

not step out from their comfort zone that they have been putting into

practice for many years.

 18

B. Relevant Research

According to Syafi‟i (2011,p.122). Relevant research is required to observe

some previous researches conducted by other researchers in which they are

relevant to research itself. There are some relevant researches about this topic:

Cecelia Jansen and Petro van der Merwe (2015) entitled “ Teaching

Practice in the 21st Century : Emerging Trends, Challenges and Opportunities”

the study is an interpretive qualitative with a teacher as a sample in his study. The

result is the researchers believe that a successful combination of these areas is the

key to translating digital media literacy into teaching practice in order to

contribute to the development of teaching practice students’ informed digital

participation.

Agnes Riska Pravita (2017) entitled "Designing a Task-Based Integrated

Skill Learning Material Using Digital Story Telling For Junior High School

Students Grade Eight", in this study the researcher used mixed method which is

the combination of quantitative and qualitative method. The purpose of this

research are to know How is a task-based integrated skill approach learning

materials and media using digital storytelling. The result is for the next is the

designed materials and media and also the continuity of the study which focuses

on the technology utilization for education is good to applied.

Afrianto (2018) "Being a Professional Teacher in the Era of Digital:

opportunities, challenges and strategies for innovative classroom practices", This

study focuses on how professional teachers in Indonesia can maintain their

professionalism in a rapidly developing world due to the developments caused by

 19

Digital Era. The purpose of this study is to know how teachers' strategies in

conducting innovative classroom and developing curriculum for the students. The

findings show the Digital Era has brought many significant changes in human life.

It has fundamentally changed the way people move and has a considerable

influence on many aspects of human life, including in economy, security systems,

politics, and education.

Norizan Abdul Razak, Hussien Alakrash and Yasmin Sahboun (2018)

entitled "English Language Teachers' Readiness for the Application Technology

towards Digital Era Demands". This article discussed how to use current

technology in teaching and learning the English language in Digital. The

methodology in this paper is qualitative research design as the qualitative design

considers as a means for exploring and understanding the meaning individuals and

groups ascribe to social or human problems. The study was designed to measure

the English teachers' readiness for using technology in teaching English at

international Arabic schools in Malaysia. The final finding of the study showed

that the teachers are not ready to use the technology in teaching English.

Aida Aryani Shahroom and Norhayati Hussin (2018) entiteld "Digital Era

and Education". The study was conducted to discuss what happened to the

education system in the era of digitalization. The purpose of this study is to find

out the best strategy to deal with the Digital Era, especially in the education

system. The findings are, to deal with Digital Era transformation challenges, an

organization need to have a successful strategy. The developing of technologies,

such as big data will replace most of the processes. The next generation is more
 20

attracted to the use of smartphones and apps. New technologies transform our

lives by inventing new, undreamed-of things and making them in further.

Based on the previous research above, it was found that teaching English

in Digital Era have many challenges and opportunities, so the researcher was

willing to make further contribution presentations to fill gaps in the study of

teacher preparation to teach English in the Digital Era: Challenges and

Opportunities, especially in Pekanbaru, specifically at Vocational High School 2

Pekanbaru.

C. Conceptual Framework

The conceptual framework shows determinates of teacher preparation to

teaching English in Digital Era: Challenges and Opportunities. In preparing to

teach, the teacher must look at the curriculum used by the school, then the teacher

also looks at the syllabus related to the curriculum, and with that the teacher can

make lesson plans. And in this study is to see how challenges and opportunities

teachers prepare for this in this digital era where teachers must apply technology

into it. According to Creswell, (2012), it section will concept the literature in the

researcher’s mind.

In order to clarify the theories that are used in this research, the researchers

want to explain about the variable of this research. This research is decsriptive

qualitative which focuses on analyzing teacher preparation to teaching English in

Digital Era: Challenges and Opportunities. Thus the reseacher only uses one

variable in this research. To operate the research on the variable, the researcher

will work based on following indicator according to some researcher. There were
 21

focus on teacher preparation preparation to teaching English in Digital Era:

Challenges and Opportunities. The conceptual framework of this research can be

illustrated diagrammatically as follows:

Figure II.1

The Teacher Preparation to Teach English in Digital Era: Challenges and

Opportunities at Vocational High School 2 Pekanbaru.

Digital Era

Teachers
Preparation

Curriculum Syllabus Media in

Lesson Plan
Learning

Challenges and
Opportunities
 CHAPTER III

METHOD OF RESEARCH

A. Research Design

The design of this research is Qualitative research. A qualitative research

approach for this study was chosen because qualitative methods are especially

useful in discovering the meaning that people give to events that they experience

(Merriam, 1998). Then, according to Creswell (2012), stated that qualitative

research is type of education research in which the research consist of collecting

data using form with general, emerging question, gathering word gor image data,

and collecting data from small number of individual or sites.

In this research, the writer uses descriptive qualitative as a research design

because the writer would like to explore and captured the social condition

thoroughly, broadly, and deeply (Sugiyono, 2013). Qualitative is type of

education research in which the research consist of collecting data using form

with general, emerging question, gathering word or image data, and collecting

data from small number of individual or sites (Creswell, 2012).

B. Time and location of the Research

This research will be conducted on December 2022 at Vocational High

School 2 Pekanbaru which is located at Pattimura Street No 14.

C. Subject and objective of the Research

The subject of this research are the teachers of Vocational High School 2

Pekanbaru. The object of the research was to find out what extent the teachers

preparation to teach English in Digital Era : Challenges and Opportunities.

22
 23

D. Participant of the Research

The participants of the research are the English teachers grade 11 from

Vocational High School 2 Pekanbaru. The totals of English language teacher

grade 11 in Vocational High School 2 Pekanbaru are 8 teachers, and the

population in this research consist of 2 English language teachers grade 11 at

Vocational High School 2 Pekanbaru.

Table III.1

Participants of the Research

NO NAME GRADUATE SERTIFICATION

1. Hj. Epi Marlianti, [Link] S2 Sertification

2. Nur Asmayeti, [Link] S2 Sertification

3. Era Yanti, [Link] S1 Sertification

4. Neni Novita, [Link] S1 Sertification

5. Dian Novita, [Link] S1 Sertification

6. Tety Hernita, SS S1 Sertification

7. Yusfa Roza, [Link] S1 Sertification

8. Tuti Lasmidar, [Link] S1 Sertification

E. The Technique of Collecting Data

The writer uses interview to collect data from the teachers. Interview is

one method to get deeper information about a topic. The writer asks participants

in general, open-ended questions and recorded the answer.

 24

Table III.2

Blueprint of the Instrument

No. Indicators Teachers’ Preparation Challanges and opportunity

1 Digital Era 1. What do you know about Digital
Era?
2. What is the effect of the Digital
Era on education?
2 Curriculum 1. What do you think about the 1. What are the challenges in the
effect of Digital Era in process of teaching and learning
curriculum? related to the Digital Era?
2. How does the curriculum 2. What do you think about the
integrate Digital Era especially opportunities as a teacher and
using technology in teaching and students in the process of
learning process? teaching and learning related to
3. As a teacher, what should you Digital Era?
prepare for the whole process of
teaching and learning process in
this school and what are the
technology to support it?
3 Syllabus 1. Is the goals of the lessons 1. What are the challenges when
achieved by the students when you prepare syllabus related to
you use the technology or you the Digital Era?
integrate the lesson and 2. What are the opportunities
technology? encountered when you prepare
2. How the way do you prepare the syllabus related to the Digital
syllabus? Era?
3. What are the tools do you use to
develop the syllabus?
4 Lesson Plan 1. What are the differences between 1. What are the challenges when
teaching in the Digital Era and you prepare lesson plan related
the usual teaching process? to the Digital Era?
2. What are the technology that you 2. What are the opportunities
use to teach English? encountered when you prepare
3. What is the important component lesson plan related to the
that will be the differences Digital Era?
between teaching in Digital Era
than before?
4. What kinds of the tools or media
that you use to teach the students
in this Digital Era?
5. What kinds of the tools or media
that you use to teach the students
in this digital era?
6. How do you choose the media
you will use in teaching?

F. The Techniqe of Data Analysis

The researcher analyse the data collection from teachers’ interview. This

analysis how the process of preparation by teacher to teaching English in Digital

 25

Era: Challenges and Opportunities. In analyzing the data of interview adopted

from Creswell (2012), namely:

1. Prepare and organize data for analysis

2. Explore and code data

3. Coding to build description and themes

4. Represent and report the qualitative findings

5. Interpret the findings

6. Validity the accuracy of findings

 CHAPTER V
CONCLUSION AND SUGGESTION
The researcher get conclusion based on the result from interview in

describing and exploring the teacher preparation to teaching English in Digital

Era: Challenges and Opportunities in SMKN 2 Pekanbaru.

A. Conclusion

1. All respondents said before teaching there must be preparation, especially

in this digital era. They had prepared several things before teaching, such

as syllabus, lesson plans, and media that would be used in teaching, and in

the preparation process all respondents had used laptop in the

manufacturing process, which in looking for examples of syllabus that had

been provided by the government (on the internet) the teachers looks for it

using their laptops or cellphones, and when making lesson plans the

teachers makes them use their laptops, besides that the teachers also

prepares what media to use when teaching. Therefore, all preparations

made by respondents have used technology in the preparation process.

And also in the teaching process the teacher uses technology such as the

use of laptops, infocus, hand phone, and game applications in the learning

and teaching process.

2. The first respondent said that the challenges she felt when teaching in this

digital era was that the teacher had to understand and be able to use

technology and how to use this technology to run smoothly. The second

respondent said that the challenges she felt when teaching in this digital

37
 38

era was when using technology in the learning and teaching process,

especially using the internet, the problem she found was that there were

students who did not have an internet quota. Meanwhile, in the preparation

process, the challenge is that the teacher must really look for material that

can use technology so that students become more interested, and also the

teacher must be up to date with currently developing technology. And also

the challenge is that the teacher must be able to make his own learning and

upload it to Youtube, which the second respondent said that she could not

do this because she still took learning videos from other people who were

already available.

Meanwhile for the opportunities the first respondent said that the

opportunity she felt when teaching in this digital era was that this

technology could make it easier for teachers, especially in preparing

syllabus and lesson plans because teachers can easily access the internet.

and also with the use of this technology teachers can hone their skills and

improve their professionalism, and also teachers have the opportunity to

take part in MGMP related to the use of technology to develop their

professionalism. The second respondent said that the opportunity she felt

was that the teacher could upgrade his knowledge, and also the teacher had

the opportunity to take part in training using technology. And also the

opportunity she feels is that in preparing for teacher learning she can take

it from Youtube & Tiktok.

 39

B. Suggestion

In the end the author gives some suggestions related to the results of this

study. The suggestions are: For students, it is hoped that they can improve their

learning outcomes by motivating themselves not only depending on the teacher,

so that students are more independent, creative and take initiative and can achieve

the desired expectations. For teachers, the authors hope that teachers can go

deeper to improve teacher competence and learning outcomes in the context of the

digital era. For schools, it is expected to complete supporting facilities for the

teaching and learning process in this Digital Era.

 REFERENCES

Buhr, D. (2015). Social Innovation Policy for Industry 4.0. Tubingen, Germany:
Eberhard Karls University of Tubingen.
Creswell, J. (2002). Educational Research. Planning, Conducting and Evaluating
Quantitative and Qualitative Research. London: Pearson Education.
Creswell, J. (2012). Inquiry and Research Design: Choosing among five approaches.
Sage.
Dunwill, E. (2016). 4 Changes that will shape the classroom of the future: Making
Education fully technological.
Dutton, H. W. (2014). Putting Things to Work: Social and Policy Challenges for the
Internet of Things. [Link]
Farrell, T. (2002). Lesson Planning. Cambridge: Cambridge University Press.
Jordan, W. J., & Kuriloff, P. (2018). Teacher Preparation and Quality: The Role of
Pre-Service Experience and School Context in Urban Classroom. Japan:
Temple University.
Kozma, R. (1991). Learning with Multimedia. Review Educational Research.
Kristiawan, M. (2014). A Model for Upgrading Teachers Competence on Operating
Computer as Assistant of Instruction. Global Journal of Human-Social
Science Research.
Kristiawan, M., & Muhaimin, M. (2019). Teacher's Obstacles In Utilizing
Information and Communication Technology. International Journal of
Educational Review, 55-61.
Kukulska-Hulme, A., Sharples, M., Milrad, M., Arnedillo-Sanchez, I., & Vavoula, G.
(2009). Innovation in mobile learning: A European Perspective. International
Journal of Mobile and Blended Learning (IJMBL), 13-35.
Laramenko, N. (2017). Enhancing English Language Learners' Motivation Through
Online Class. Information Technologies and Learning Tools.
Larlen. (2013). Persiapan Guru Bagi Proses Belajar Mengajar. Pena.
Marshall, L. (2013). Six Essential Elements for Improving Teacher Preparation.
Educational Week.
Merriam. (1998). Qualitative research: A guide to design and implementation. San
Francisco: CA: Jossey-Bass.
Mulyasa, E. (2009). Menjadi Guru Profesional. Bandung: PT. Remaja Rosdakarya.
Nababan, T. M., Purba, S., & Siburian, P. (2020). The Challenge of Being a Teacher
in Industrial Revolution 4.0. Advances in Social Science, Education and
Humanities Research, volume 488.
Prasetyo, B., & Trisyanti, D. (2019). Strategi Pembangunan Nasional Menghadapi
Revolusi Industri 4.0 dan Tantangan Perubahan Sosial.
Prasetyo, H., & Sutopo, W. (2017). Perkembangan Keilmuan Teknik Industri Menuju
Era Industri 4.0 . Surakarta.
Richards, J. C., & Schmidt, R. (2002). Longman Dictionary of Language Teaching
and Applied Linguistics, 3rd Ed. London: Pearson Education Limited.
Richards, J. C., & Schmidt, R. (2010). Longman Dictionary of Language Teaching
and Applied Linguistics. Great Britain: Pearson Education Limited.
Schwab, K. (2016). The Fourth Industrial Revolutio: What It Means and How To
Respond. World Economic Forum.
Seels, B., & Glassgow, Z. (1998). Making Instructional Design Decisions. Colombus,
Ohio: Merrill Publishing Company.
Seels, B., & Z, G. (1990). Exercice in Instruction Als Design. Colombus Merril
Publishing Company.
Sugiyono. (2013). Metode Penelitian Kuantitatif, Kualitatif dan R&D. Bandung:
Alfabeda.
Suwardhana, H. (2017). Revolusi Industri 4.0 Berbasis Revolusi Mental. Jati Unik:
Jurnal Ilmiah Teknik dan Manajemen Industri.
Suzani, S. M., Yarmohammadi, L., & Yamini, M. (2011). A Critical Review of the
Current Situation of Teaching ESP in the Iranian Higher Education
Institution. Iranian EFL Journal, 179-204.
Tohirin. (2014). Psikologi Pembelajaran Agama Islam. Jakarta: PT. Grafindo
Persada.
Trilling, B., & Fadel, C. (2009). 21st Century Skills: Learning for Life in our Times.
San Francisco: Jossey-Bass.
UNESCO. (2007). UNESCO ICT in Education Programme. Bangkok: UNESCO.
Wahyuningsih, & Nur, A. (2012). Pengembangan Media Komik Bergambar. Journal
of Innovative Science Education, 19-27.
Wandasari, Y., Kristiawan, M., & Arafat, Y. (2019). Policy Evaluation of School's
Literacy Movement on Improving Dicipline of State High Students.
International Journal of Scientific & Technology Research.
Yahya, M. (2017). Tantangan dan Peluang Perkembangan Pendidikan Kejuruan
Indonesia. Makassar: Universitas Negeri Makassar, Fakultas Teknik.
APPENDIX I
Instrument of the Research
 Blueprint of Instrument

No. Indicators Teachers’ Preparation Challanges and opportunity

1 Digital Era 1. What do you know about
Digital Era?
2. What is the effect of the
Digital Era on education?
2 Curriculum 1. What do you think about 1. What are the challenges in
the effect of Digital Era in the process of teaching and
curriculum? learning related to the
2. How does the curriculum Digital Era?
integrate Digital Era 2. What do you think about the
especially using technology opportunities as a teacher
in teaching and learning and students in the process
process? of teaching and learning
3. As a teacher, what should related to Digital Era?
you prepare for the whole
process of teaching and
learning process in this
school and what are the
technology to support it?
3 Syllabus 1. Is the goals of the lessons 1. What are the challenges
achieved by the students when you prepare syllabus

when you use the related to the Digital Era?

technology or you 2. What are the

integrate the lesson and opportunities encountered

technology? when you prepare syllabus

2. How the way do you related to the Digital Era?

prepare the syllabus?

3. What are the tools do you
use to develop the
syllabus?
4 Lesson Plan 1. What are the differences 1. What are the challenges
between teaching in the when you prepare lesson

Digital Era and the usual plan related to the Digital

teaching process? Era?

2. What are the technology 2. What are the opportunities

that you use to teach encountered when you

English? prepare lesson plan related

3. What is the important to the Digital Era?

component that will be

the differences between
teaching in Digital Era
than before?
4. What kinds of the tools
or media that you use to
teach the students in this
Digital Era?
 TRANSCRIPT OF THE INTERVIEW

These are the result of the interview from two teachers in Vocational High
School 2 Pekanbaru.

Transcript 1

Teacher 1 (Friday, 15 December 2022)

Nur Asmayeti, M.
A : Assalamualaikum Warahmatullahi Wabarakatuh, Buk saya Dwi Afrilia Putri
mahasiswi dari UIN SUSKA RIAU, jurusan Pendidikan Bahasa Inggris, dan
disini saya akan menginterview ibuk sebagai guru Bahasa Inggris di SMKN 2
Pekanbaru, yang mana interview ini digunakan untuk.. mm.. digunakan dalam
skripsi saya. Dengan judul “The Teacher Preparation to Teaching English in
Digital Era: Challenges and Opportunities. Mmm baik buk, berdasarkan judul
saya tersebut aaa bagaimana, apa yang ibu ketahui tentang Digital Era ini?

B : Era Digital yaitu zaman yang mana semua faktor sudah diisi diiringi dengan
teknologi yang cepat.

A : Dan bagaimana nih buk pengaruh Era Digital ini di pendidikan?

B : Mmm.. dengan adanya penggunaan teknologi seperti komputer atau laptop aa

dalam proses baik persiapan sebelum mengajar maupun dalam proses belajar dan
mengajar.

A : Dan aa apa dan bagaimana nih buk pengaruh dari digital era pada kurikulum
yang digunakan oleh sekolah?

B : aaa sangat berpengaruh, aaa di era digital ini di kurukulum yaitu kurikulum
sudah mengintegrasikan penggunaan teknologi dalam belajar dan mengajar.

A : Dan apa aja nih buk persiapan yang ibuk lakukan sebelum mengajar
menggunakan teknologi.. yang dan teknologi apa aja yang didukung oleh sekolah?

B : Aaa sebelumnyaa guru biasa mempersiapkan silabus, rpp… teknologi yang

mendukungnya yaitu seperti adanya komputer yang disertai, yang di adakan di
sekolah dan adanya infokus di kelas.

A : Oke, mmm bagaimana ibuk mempersiapkan silabus dan rpp nya ini?
B : Aaa membuat berdasarkan acuan yang sudah ada dari internet atau membuat
sendiri, ataupun dari pelatihan pelatihan yang di adakan oleh sekolah dan
pembuatannya menggunakan komputer atau laptop.

A : Aa jadi buk, setelah menggunakan teknologi di dalam kelas ini apakah tujuan
penga pembelajaran itu tercapai oleh siswa?

B : mm iya, aa siswa menjadi lebih tertarik dengan pelajaran ketika menggunakan

teknologi seperti PPT yang ditampilkan oleh infokus yang digunakan dalam
proses pembelajaran.

A : Jadi nih buk perbedaan apa saja yang ada dan yang ibuk rasakan mengajar di
era digital dengan pengaran biasa sebelum era digital?

B : aa adanya penggunaan teknologi seperti komputer, laptop atau infokus, aa PPT

atau video, sedangkan pengajaran biasa hanya berfokus kepada buku, penggunaan
buku pelajaran tanpa didukung dengan adanya penggunaan teknologi, aaa daan
dalam mempersiapkannya pun dibantu dengan penggunaan teknologi seperti
laptop dan komputer.

A : oke.. jadi komponen penting apa nih buk yang menjadi pembeda antara era
digital dan sebelumnya?

B : aaa perbedaannya penggunaan PPT, Video, Hp atau Laptop, dan proses belajar
mengajar..

A : Jadi sebelumnya belum pakai itu ya buk?

B : Belum...
A : Terus media apa aja nih buk yang ibuk gunakan untuk mengajar?

B : aa seperti biasa, laptop, aa handphone, PPT, video youtube, infokus..

A : Terus tantangan apa nih buk yang ibu temui pada saat belajar mengajar
menggunakan teknologi?

B : Tantangannya guru harus paham dan bisa menggunakan teknologi yang ada
aaa dan bagaimana agar aa menggunakan teknologi itu berhasil di.. dan bisa
berjalan lancar.. Peluangnya yaitu dengan adanya penggunaan teknologi ini aa
guru akan menjadi lebih profesional dan lebih bisa mengasah skill dalam
penggunaan teknologi, aa dan guru berkesempatan mengikuti MGMP untuk
mengembangkan profesionalitas dirinya.

A : Sedangkan untuk tantangan dan peluang dalam mempersiapkan silabus dan

RPP ini gimana buk?

B : aaa itu dengan adanya teknologi ini itu bisa mempermudah guru dalam
mempersiapkan silabus, aaa rpp nya sendiri, sedangkan peluangnya adalah dengan
adanya teknologi ini guru menjadi lebih mudah dalam mempersiapkan segalanya
karna dengan adanya teknologi ini bisa mengakses internet.

A : Oke jadi bisa dicari dari internet aja ya buk?

B : Iyaa, bisa aaa buat apa.. aaa perbandingannya.. aaa bagaimana pola penulisan
rpp sekolah sekolah yang ada di Indonesia ini, kita bisa bandingkan gitu ya..
Kemudiam tantangannya yaitu guru harus memperhatikan baik baik teknologi..
media apa yang cocok digunakan untuk mengajar siswa tersebut.

A : Okeee.. jadi aaa makasih yaa buk atas waktu nya dan bantuan nya..
Assalamualaikum Warahmatullahi Wabarakatuh..
Transcript 2

Teacher 2 (Friday, 15 December 2022)

Hj. Epi Marlianti, [Link]
A : Bismillahirrahmanirahim, Assalamualaikum Warahmatullahi Wabarakatuh..

B : Waalaikumsalam Warahmatullahi Wabarakatuh..

A : aa baik buk saya dari, saya Dwi Afrilia Putri dari UIN SUSKA RIAU, jurusan
Pendidikan Bahasa Inggris, mm disini saya akan melakukan interview kepada ibu
Efi aa sebagai tugas untuk aa memenuhi skripsi saya. Skripsi S1. Dan judul dari
skripsi saya yaitu “The Teacher Preparation to Teaching English in Digital Era:
Challenges and Opportunities.

B : Oke..

A : jadi ada beberapa pertanyaan kepada ibuk yang akan saya berikan pada hari
ini, mm terkait judul saya itu. Mm baik, sebelumnya apa yang ibuk ketahui
tentang Digital Era ini?

B : Hmm digital era ya?

A : Iya..

B : aa digital era itu era dimanaa.. aa kehidupan sudah di hadiri dengan teknologi
maju dan itu dapat mendorong segala aktifitas penunjang kehidupan terutama aa
digital era ini tentu saja dalam bidang aa sangat aa memajukan pendidikan.. ya
mungkin itu..

A : berarti mm efek dari era digital ini sangat berarti ya buk di dalam pendidikan?

B : Tentu saja, aa zaman sekarang kan sudah digital era, jadi kita di bidang
pendidikan jugak harus menyesuaikan dengan perkembangan zaman. Seperti itu.

A : nah, mm, dengan kurikulumnya, bagaimana kurikulum di sekolah ini, aa

apakah ada efek dari digital era nya gitu buk yang digunakan di sekolah ini?
B : di.. aa sekarang kan dii kelas 11.. kalau yang diteliti itu kelas 11, itukan
menggunakan kurikulum 13, nah di kurikulum 13 itu udah terintegrasi memang
penggunaan digital, aa didalm setiap materinya itu ada menggunakan video.. dan
jugak penyampaiannya sudah menggunakan infokus, dan juga au audio,
menggunakan audio lainnya.

A : jadi, persiapan apa nih buk yang guru lakukan sebelum mengajar dan
teknologi apa aja yang di dukung oleh sekolah?

B : Kalau persiapan ya guru guru tentu aja mempersiapkan aa pembelajaran

apalagi menggunakan teknologi ini, kalau sebelum itu silabus, kalau silabus itu
sudah disediakan oleh pemerintah di K13 itu silabus sudah ada, jadi guru tidak
membuat lagi, hanya kita membuat rpp mengacu ke silabus yang sudah ada. Nah
tentu saja guru merancang aa rpp dari silabus yang sudah di sediakan, aa materi
dan topiknua tersebut dan disesuaikan digital aa peralatan atau digital apa yang
akan digunakan. Kalau untuk listening tentu saja guru nantik menyiapkan rpp nya
yang mengacu menggunakan aa sounds atau video.. ataupun jugak menyiapkan
ppt yang rpp nya disesuaikan dengan aa digital era tentunya.

A : berarti yang harus dipersiapkan oleh guru yaitu melihat sibusnyaa dan rpp nya
ya buk.

B : silabus udah pasti, sudah ada, dan pemerintah udah menyiapkan itu..

A : Terus media apa aja nih buk yang ibuk gunakan dalam mempersiapkan itu?

B : mm ya menggunakan laptop, laptop karna untuk kita guru SMK rata rata
mempunyai laptop nya masing masing.

A : terus apa aja nih buk yang menjadi perbedaan di antara mengajar di era digital
ini dengan sebelum sebelumnya, yang biasa.
B : ya kalau di era digital udah pasti aaa guru itu aa terutama bahasa inggris aa
tentu dia menyiapkan aa materi materi yang aaa seperti menggunakan video, aaa
ataupun MP3 kayak seperti itu.. aaa dan menggukan infokus.. lebih ke
penggunaan teknologi. Kalau yang pembelajaran biasa ya kalau dulu kan tu lebih
hanya fokus kepada penggunaan buku.. buku-buku yang dari pustaka, yang
disediakan pustaka, dan buku buku yang disediakan pemerintah. Dan jugak kalau
yang pembelajaran biasa itu mungkin lebih ke teacher center nya, gurunya yang
lebih aktif, tapi kalau yang era digital ini bisa saja siswa nya itu aktif dengan
mereka dengan menggunakan handphone, aa kadang kita dikelas kita jugak anak
anak aa bisa mereka searching di internet yang berhubungan dengan
pembelajaran.

A : Berarti komponen penting apa nih buk yang aa ada di digital era yang
membuat perbedaan?

B : ya penggunaan teknologi nya itu, baik penggunaan laptop di kelas, atau aa

yang lebih gampangnya sekarang kan semua anak itu dia punya handphone jadi
siswa aa guru bisa me.. aaa ya itulah tadi membuat rpp tu, guru bisa mengarahkan
penggunaan teknologi handphone itu bermanfaat untuk pembelajaran, gitu. Yaa
bagaimana guru tersebut mengapakan siswanya sehingga bermanfaat dengan baik,
misalnya kalau saya itu lebih sering menggunakan misalnya whatsapp, aa
memberikan pembelajaran melalui whatsapp itu kan banyak fit.. aa.. apa, fitur
fiturnya yang bisa di pakai kalau dalam bahasa inggris itu, misalnya kalau mereka
disuruh me.. apa namanya.. voice note, aa dengan.. atau mereka memvideo kan aa
apa mereka speaking dengan kawannya di videokannya.. nah dengan penggunaan
whatsapp itu.. ataupun aa kita buat diskusi bisa aa di grup whatsapp itu kan juga
menggunakan teknologi dan mereka.. handphone mereka itu tidak hanya untuk
main game, tapi bisa dimanfaatkan untuk aa belajar mengajar.

A : jadi buk apakah tujuan pembelajaran itu tercapai dengan.. oleh siswa dengan
adanya penggunaan teknologi ini?

B : ya kalau dibilang tercapai nya ini bisa lah dibilang tercapai, gitu.. tapi yaa
namanya teknologi itu masih ada jugak kelemahannya, tapi mungkin kalau dalam
proses pembelajarannya mungkin ya menggunakan teknologi atau digital ini kan
menarik bagi siswa, daripada guru hanya menerangkan, menulis di papan tulis,
mereka ngantuk dan jadi dengan teknologi ini tentu saja aa dia akan menarik dan
berjalan lebih aaa apa, bagus gitu cuman kalau 100% tercapai ya enggak jugak,
karna kan pasti akan ada kelemahannya jugak.

A : Mmm jadi buk apa aja nih buk tantangan yang ibuk temui ketika proses
mengajar menggunakan teknologi ini?

B : kalau tantangan.. biasanya kalau tantangan apa ya.. aa penggunaan internet,

penggunaan internet misalnya kalau untuk memberikan materi kadang aaa yaa
kadang untuk ke siswanya aa mereka kadang tidak mempunyai paket ketika kita
aa membagikan pembelajaran melalui whatsapp misalnya atau aaa apa satu lagi..
google classroom.. nah itu tantangannya..

A : kalau peluangnya buk dari teknologi ini, peluang apa yang ibuk rasakan
dalam.. sebagai guru..

B : kalau peluang.. se.. dalam penggunaan teknologi ini?

A : iyaa..

B : kalau peluangnya.. yaa aa guru guru tentu bisa me.. apa mengupgrade ilmu
nya lah.. jangan sampai aa guru ini ketinggalan dalam aaa hal teknologi dalam
pembelajaran, dan jangan mereka masih jugak mengajar seperti pola lama, seperti
itu, jadi dia bisa aa peluangnya untuk mengikuti pelatihan yang menggunakan aa
teknologi.. seperti itu.

A : dan apa aja nih buk tantangan yang ibuk temui ketika persiapan mengajar di
era digital ini?

B : tantangannya.. kalau tantangannya itu mungkin dalam penyusunan rpp itu ya

aa harus apa ya.. mmm.. ya tantangan nya itu untuk mencari materi materi yang
yang bisa menggunakan teknologi dan itu bisa ter ini ke siswa gitu, dan itu bisa
menarik oleh siswa, dan dan dan guru.. apa ya.. ya harus up to date jugak lah
dengan.. dengan informasi informasi dan teknologi yang berkembang sekarang,
gitu.
A : itu tantangan nya ya buk, kalau peluangnya gimana buk?

B : ya kalau peluangnya ya guru lebih mudah mempersiapkan aa pembelajaran

mungkin dengan adanya kayak youtube, mengambil dari youtube, dari.. atau dari
tiktok, atau pun bahkan, bahkan guru pun bahkan harus mampu jugak membuat aa
video pembelajarannya sendiri gitu, nah itu peluangnya dan jugak termasuk
tantangannya mungkin gimana guru itu mungkin ya bisa membuat
pembelajarannya sendiri aa di mengupload nya di youtube, dan kalau saya
mungkin itu masih belum terlaksana gitu, masih mengambil youtube aa video
video pembelajaran dari punya orang lain gitu.

A : Oke..

B : Masih ada?

A : Oke buk, saya cukupkan pertanyaannya, semoga apa yang menjadi hasil nya
nantik bisa menjadi acuan untuk guru guru kedepannya bagaimana meningkatkan
profesionalitasnya.. dirinya.. dalam persiapan mengajar di era digital ini.

B : Oke..

A : Terim kasih buk atas waktunya.. assalamualaikum warahmatullahi

wabarakatuh..

B : Waalaikumsalam Warahmatullahi Wabarakatuh.

APPENDIX II
Recommendation Letters
APPENDIX III
Documentation
 CURRICULUM VITAE

The researcher’s name is Dwi Afrilia Putri and She was

born in Pekanbaru on April 18th 1999. She is the second
daughter from Mr. Muri, ST and Mrs. Asrina. She has a
brother is Ryan Syahputra and she has a sister is Nasyia Tri
Adillah.

The researcher had finished her study at SDN 158 Pekanbaru, and she continue
her study at SMPN 13 Pekanbaru, and she continued her study at SMAN 10
Pekanbaru, then she continue her study at Islamic University Sultan Syarif Kasim
of Riau at English Education Department, faculty of Education and Teacher
Training. On October until Desember 2020 she was doing field teacher practice
(PPL) in SMAN 14 Pekanbaru and also KKN (Kuliah Kerja Nyata) in Pekanbaru
on July 2020.

To fulfill requirements for undergraduated degree in English Education, she

conducted the research on December 2022 by the thesis entitled “The Teacher
Preparation to Teach English in Digital Era: Challenges and Opportunities at
Vocational High School 2 Pekanbaru.”