In the 21st education era, the teacher needs to upgrade the teaching learning activity based on technology. Recently years, technology is important for social life. The widespread use of information and communication technology (ICT) in all areas has a direct effect on the way in which the world is perceived. Related to the 2013 curriculum ICT is an essential component that should be integrated in each subject including English especially in secondary education (Al-Munawaroh, 2014). The mandate of integrating ICT for each subject in educational curriculum, it can be expected that it is essential for teacher to use ICT in the teaching and learning process in order to help students to achieve high quality of English subject. This research aims to investigate the instructional design of using ICT especially in teacher?s role and students? role, to find out ICT tools in learning process and to investigate the level of ICT in the learning through SAMR model. One teacher and one classroom of tenth grade were purposively selected as the informants. This research exerted two data collection techniques: observation and interview. This qualitative research was carried out using case study approach to obtain in-depth investigation. The results reveal four findings regarding 1) the teacher?s role in using ICT in the learning process, 2) students? role in using ICT in the learning process, 3) the tools of ICT used by the teacher during learning process, and 4) the level of ICT reached by the teacher based on SAMR model. In the using ICT during teaching learning process the teacher plays some roles as facilitator, developer, adapter, guide and instructor and evaluator. Meanwhile the students play receptive roles such as participant of learning, member of group and individual learner. In teaching learning process the participant utilizes some tools of ICT including web-based tools and non-web-based tools. Those tools of web- based tools consist of the use of WhatsApp application, Youtube, Google Classroom, Zoom, and E-mail. Meanwhile non-web-based tools consist of the use of Microsoft office, Liquid Crystal Display (LCD), Loudspeaker, and Personal Computer/Laptop. SAMR model was manipulated to evaluate the level of ICT used in the learning process. The participant reaches three levels of SAMR model regarding substitution, augmentation, and modification. It can be concluded one of the levels of ICT is not reached by the teacher. Since redefinition level is the highest level, the participant indicated that he does not integrate ICT tools to this level during teaching learning process.

Keyword: ICT, teacher?s role, students? role, SAMR model