Made Wahyu Mahendra, Kadek Jeniari Sarsini, I Putu Andre Suhardiana

Incorporating Technology In Teaching: An Analysis Of Junior High School English Teacher Proficiency Based On Bloom's Digital Taxonomy Framework

Introduction

Incorporating technology in teaching: an analysis of junior high school english teacher proficiency based on bloom's digital taxonomy framework. Analyze Junior High English teachers' tech proficiency using Bloom's Digital Taxonomy. Discover factors influencing effective ICT integration in ELT for enhanced learning outcomes.

Abstract

This research aimed to reveal the extent of the proficiency level of Bloom’s Digital Taxonomy (BDT) Junior High School English Teachers and examined the factors that influenced English Teachers' Proficiency in integrating technology into instruction based on Bloom's Digital Taxonomy. Information and Communication Technology (ICT) was increasingly important in improving the learning process. This research used a mixed methods approach that combined a quantitative approach, namely a questionnaire, and a qualitative approach consisting of interviews, observations, and document analysis was gather comprehensive insights into teachers' skills in integrated Technology Pedagogy Content Knowledge (TPACK) into ELT. This research used stratified Cluster Random Sampling to determine the regions and English teachers who participated in this research. Data was obtained from a quantitative approach by distributing questionnaires to all Junior High Schools throughout North Denpasar to find out the results of the highest and lowest scores using Descriptive Statistical Analysis techniques with a total of 28 teachers who filled out the questionnaire. Then it was clarified using qualitative observations and interviews with small numbers of 2 English teachers from 2 different Schools who got high and low scores. The finding of this study is that the level of teacher proficiency is at level C3 and teacher proficiency factors are caused by external and internal factors. For further research, other researchers can explore the same study but with a larger sample take other regencies and investigate ELT from kindergartens or early preschool

Review

This study endeavors to assess the proficiency of Junior High School English teachers in incorporating technology into their teaching, utilizing Bloom's Digital Taxonomy (BDT) as a guiding framework. Furthermore, it aims to uncover the internal and external factors that influence this proficiency. Given the increasing prominence of Information and Communication Technology (ICT) in educational processes, the research addresses a highly relevant and contemporary issue within English Language Teaching (ELT), acknowledging the need for teachers to effectively integrate technology beyond mere foundational use. A notable strength of the research lies in its adoption of a mixed-methods approach, combining quantitative questionnaires (N=28) with qualitative methods including interviews, observations, and document analysis (N=2). This methodology, in principle, offers the potential for a comprehensive understanding of teachers' Technology Pedagogy Content Knowledge (TPACK) within ELT. The focus on Bloom's Digital Taxonomy provides a structured and nuanced lens for evaluating technological integration, moving beyond simple tool usage to assess how technology supports higher-order thinking skills. The finding that teachers generally operate at level C3 (Applying) of BDT offers a specific benchmark for their current capabilities, complemented by the identification of internal and external influencing factors. However, the generalizability and robustness of the findings are significantly constrained by the small sample size. While the initial sampling strategy used stratified cluster random sampling, the final quantitative sample of 28 teachers from North Denpasar, and especially the qualitative sample of only 2 teachers, is extremely limited. This small sample size raises concerns about the depth of "comprehensive insights" that can be drawn and makes it difficult to infer broader trends or apply the findings to a wider population of English teachers, even within the same region. The abstract also leaves some critical details vague, such as the specific interpretation of "C3" within BDT in terms of teacher proficiency and the concrete nature of the "external and internal factors." Future iterations of this research, as the authors themselves suggest, would greatly benefit from a substantially larger and more diverse sample to provide more compelling and transferable results.

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