195 _______________________________________________________ DOI : https://doi.org/10.33258/birle.v2i4.508 Teachers' Readiness Indicators on ICT Integration into their Teaching Rea Aisha Champa 1 , Dewi Rochsantiningsih 2 , Diah Kristiana 2 1 Master‘s Degree Program of English Education, UniversitasSebelasMaret, Surakarta,Indonesia 2 Universitas Sebelas Maret, Surakarta, Indonesia raishachampa11@gmail.com Abstract: By the rapid change in innovations of Information and Communication Technology, people are now able to get and exchange information fast. To keep up with these innovations, the integration of ICT in education is urgently demanded of time at present as ICT is being used in almost all other sectors all over the world. Therefore, it demands the teachers to be skillful in operating ICT during their teaching. Nevertheless, the integration of ICT into teaching in Indonesia hasn’t fully been maximized. This paper is intended to investigate the factors of teachers’ readiness to integrate ICT into their teaching. To acquire an in-depth result, this case study focuses on the interview of some teachers in a certain school in Indonesia. The data gained revealed four factors that enact the integration of ICT in class. Most of the teachers need official trainingconcerning the integration of recent ICTs in class to optimize their teaching skills using ICT. Keywords: ICT-integration; ICT; readiness indicators I. Introduction Technological devices are developing rapidly which produces many useful sophisticated devices. This has caused an explosion of ever-changing technology that makes a world without limits. This phenomenon occurred in the 4.0 industrial revolution era. This is recognized by the occurrence of advanced technologies such as E-banking, E-learning, online shopping, and online transportation.This shift also changes the social and cultural conditions of the community.In addition, technological innovation influences scientific and technological progress in all areas of society (Bilyalova, 2017: 176; Zhang & Aikman, 2007).There is a global trend in education policy and research to recognize the need to reform education from the traditional paradigm of teaching and learning into more innovative forms of pedagogical practices that integrate Information and Communication Technology (ICT) (Hossain et al., 2016). As Ekayati (2019) stated that in line with the development of the world of information and technology (IT) today, the method chosen must also be able to keep up withthe IT development. Therefore, the 21th-century learning demands the integration of ICT in the educational system (Lloyd, 2005: 2) and the education system has fully realized the potential of ICT as a valuable assisting tool in teaching and learning (Drier, 2001; Vajargah&Saadattlab, 2014).In the context of teaching and learning, technology can facilitate tasks and improve teachers’ performance in creating effective teaching and learning activities. Researchers explored the use of ICT in the classroom recently. They show that integrating ICT in teaching assists teachers to develop students’ proficiency (Barreh 2013; Romrell 2014; Drajati&Rochsantiningsih 2018). It can be a medium to facilitate the learning process. As Yusrizal (2019) uttered that with the help of ICT, teachers can easily design or even directly access the media from the internet in the form of videos andimages that are relatively more practical and effective compared to conventional media. Tinio (2013) claimed that the use of ICT is viewed as a potentially powerful enabling tool, specifically for educational change and reform. While new technologies can help teachers