Abstract: In the past decades, many English teachers relied on the use of a textbook to teach their students. However, over time teachers began to utilize technology to support their work. With the increasing number of technology integration practices in the classrooms, studies on the area also gain more attention. Driven by the recent trend of technology integration in the classroom and the growing number of studies on its implementation, the researcher decided to investigate to what extent the pre-service teachers use technology for ELT. This present study is focused on the SAMR model by Puntedura (2013). The purposes of this study are (1) to find out the degree of pre-service teachers’ technology integration based on the SAMR model and (2) to find out pre-service teachers’ perceptions of technology integration in ELT. The participants of this study were the pre-service teachers who studied in the English Education Department in Teacher Training and Education Faculty (FKIP) of a University in Indonesia located in Surakarta. The data of this study were obtained through a questionnaire, interview, and documents. The findings of the research revealed that while the pre-service teachers had self-confidence towards their ability in integrating technology, they only reached the Substitution and Augmentation level in SAMR Model. The finding also shows that pre-service teachers perceived positively the technology integration training they were involved with during the course. They also mentioned some benefits and faced several difficulties from integrating technology during their internship program. In conclusion, the pre-service teacher needs to learn about the SAMR Model.  It can be used to do self-reflection and they can learn how to integrate technology into their lessons through the framework of the SAMR Model in the future.

Keywords: Technology integration, SAMR Model, pre-service teacher