Intan Choirunisa Sugiarto. K2217046. Pre-service EFL Teachers’ Perception of Implementing ICT in the Classroom: A Substitution, Augmentation, Modification, and Redefinition (SAMR) Framework. Thesis. Surakarta. Teacher Training and Education Faculty. Sebelas Maret University. 2024. First supervisor: Dr. Ngadiso, M.Pd. Second supervisor: Dr. Sumardi, M.Hum.

This study focused on examining how ICT is implemented by pre-service EFL teachers during teaching practicum. This study is aimed to find out: 1) Pre-service EFL teacher’s perceptions of implementing ICT in the classroom, and 2) Pre-service EFL teacher’s ICT implementation in the classroom based on the SAMR model. This research is a narrative inquiry that used questionnaire, interview, and document analysis as the data collection technique. The questionnaire was adapted from the Technology Acceptance Model (TAM) developed by Davis, Bagozzi & Warshaw. The questionnaire considered two perception aspects: perceived usefulness and perceived ease of use. The subjects of this research are two pre-service EFL teachers. The data were analyzed using thematic analysis, which revealed the outcomes as follows: 1) The average score of pre-service teachers’ perceived usefulness is 3.7, it indicates that pre-service teachers have positive perception towards ICT and believe that implementing ICT can enhance their teaching performance. Meanwhile, the average perceived ease of use score is 2.4 that indicate pre-service teachers have a neutral perception towards ICT. This neutral stance is attributed to challenges such as insufficient supporting facilities and weak internet connections. 2) The ICT tools used by participants in learning activities included LCD projectors, laptops, Nearpod, Quizizz, PowerPoint, Google Docs, and Google Forms. Viewed from the SAMR framework, pre-service teachers’ ICT implementation reached the substitution and augmentation levels.

Keywords: perception, ICT, SAMR