An EXPLORATORY STUDY ON TEACHERS’ STRATEGIES AND STUDENTS’ PERCEPTIONS IN INTEGRATING TECHNOLOGY INTO ENGLISH LANGUAGE LEARNING AT SMPN 32 PALEMBANG

Abstract

The integration of technology into English language teaching has become increasingly significant in junior high schools. This exploratory study investigates both teachers’ strategies and students’ perceptions in the implementation of technology for English learning. Using a qualitative research design, data were collected through classroom observations, interviews with three English teachers, and questionnaires distributed to thirty eighth-grade students in an Indonesian junior high school. Findings reveal that teachers utilized diverse strategies such as multimedia presentations, online learning platforms, gamified mobile applications, and digital storytelling to enhance students’ language learning. Students demonstrated generally positive perceptions toward technology-assisted learning, particularly in terms of motivation, engagement, and self-directed practice. Nevertheless, several challenges were identified, including inadequate infrastructure, unstable internet connectivity, and insufficient teacher training. The study concludes that effective technology integration requires a balance between pedagogical creativity, institutional support, and digital literacy.