International Journal of Indonesian Studies Volume 1, Issue 3 | Page 129

INTERNATIONAL JOURNAL OF INDONESIAN STUDIES SPRING 2016 believed that by having this condition, EFL learners will more likely acquire languages for real life in a more authentic situation so they can use it in a more meaningful way. As to the main research questions of this study, it is possible to suggest that the careful use of ICT in English classrooms can impact on the outcomes of EFL learners’ achievement. Further, the use of ICT seems to increase with students’ positive feeling about the extent to which they benefit from ICT integration. The results showed that the more positive the students’ feeling, the more they engaged with the learning activities. This outcome then stimulates their learning motivations as the pre-condition for the improvement of their academic performance. Finally, teachers’ total ICT use was related positively to their stances toward technology in the classroom. This study, however, has limitations in aspects such as the size of participants, the procedure of data collection, and the frequency of the treatment. Therefore, this study calls for further investigations with more representative sizes and participants’ background, The present study aimed at examining the impact of ICT integration on students’ academic performance in English subject. The context of the study was the State University of Gorontalo in the Indonesian province of Gorontalo. Overall, results reveal that the ICT integration into English classrooms can significantly improve students’ language proficiency. This study also suggests that infusing ICT into English classrooms in a meaningful way provides a supportive learning environment for the students. Reference Alazam, A.-O., Bakar, A. R., Hamzah, R., & Asmiran, S. (2012). Teachers' ICT Skills and ICT Integration in the Classroom: The Case of Vocational and Technical Teachers in Malaysia. Creative Education, 3, 70-76. Hew, K. F., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: current knowledge gaps and recommendations for future research. Educational Technology, Research and Development, 55(3), 223-252. Hubbard, P. (2013). Making a Case for Learner Training in Technology Enhanced language learning Environments. CALICO Journal, 30(2), 163 - 178. Jung, S.-H. (2006). The use of ICT in learning English as an international language. (3222610 Ph.D.), University of Maryland, College Park, United States -- Maryland. Retrieved from http://search.proquest.com/docview/305302616?accountid=10499 ProQuest Dissertations & Theses A&I database. Kean, A. C., Embi, M. A., & Yunus, M. M. (2012). Incorporating ICT Tools in an Active Engagement Strategy-based Classroom to Promote Learning Awareness and Self-monitoring. International Education Studies, 5(4), 139-149. Klimova, B. F., & Semradova, I. (2012). The teaching of foreign languages and ICT. Procedia Technology, 1(0), 89-93. doi: http://dx.doi.org/10.1016/j.protcy.2012.02.017 McMahon, G. (2009). Critical Thinking and ICT Integration in a Western Australian Secondary School. Journal of Educational Technology & Society, 12(4), 269-n/a. 129 | P a g e