129 An Analysis of Teachers’ Attitude and Teaching Practice toward ICT Use in English Language Teaching Khoirunnisa Isnani 1, , Agus Widyantoro 2 khoirunnisaisnani.kn2@gmail.com, agus_widyantoro@uny.ac.id UniversitasNegeri Yogyakarta, Indonesia 1,2 Abstract. Information and Communication Technology (ICT) is the current issue in this digital era, particularly regarding English language teaching. Then, attitude as the force of teachers’ behavior to use ICT in teaching becomes a crucial case. However, a similar study is quite scarce in Indonesian ELT context. This survey study aimed to describe the English teachers' attitude towards ICT use and the frequency of using ICT in their teaching practices. This study also aimed at finding out the correlation between two variables. The participants of this study were 322 English teachers of Junior high schools in Yogyakarta provinces, Indonesia. The questionnaires paper-based were distributed as the instrument for data collection. The research data were analyzed using descriptive and inferential statistics through SPSS program version 24. The results revealed that the teachers had a positive attitude towards the use of ICT by an overall mean score of 3.32. In addition, the total mean score of the frequency of ICT use was 2.44, which means the teachers rarely used ICT in English teaching. Besides, the correlation results showed that there is a significant positive relation between English teachers’ attitude and frequency of ICT use by Pearson Correlation value 0.386.Although the teachers’ attitude relates to their ICT use is positive, there may be other factors influencing teachers’ frequency of ICT use instead of attitude. Keywords: EFL Teacher, English Instruction, Technology 1 Introduction In recent years, technological development is often involved with educational aspects, including English language teaching, which offers potential contributions. The use of ICT (Information and Communication Technology) in English instructions refers to computer- and-internet-based-technology that is utilized by the teacher and students to assist English language teaching and learning[1]. In the 1950s and 1960s, the language laboratory has used as the first technology entered the in English teaching and learning process[2]. It came with the audio-lingual method to drill students’ pronunciation using the utterances of native speakers[3]. Furthermore, ICT has various advantages that help English teachers in finding and delivering authentic materials from rich sources[4][5]. Also, ICT provides multiple teaching and learning activities to enhance students’ language skills[6][7]. Furthermore, ICT offers students’ communicative skills[8][9]. And it creates an exciting language exercise[10]. Besides, Azmi[11]reported that the use of ICT in the EFL classroom encourages learning autonomously, increases students’ learning motivation, and also supports their English proficiency improvement. Therefore, the teacher, as a critical role in English language instructions, is demanded to make use of ICT. The use of ICT has a positive opportunity to provide a more productive English learning environment with various and attractive media that are technologically based. ICE 2019, September 28-30, Purwokerto, Indonesia Copyright © 2020 EAI DOI 10.4108/eai.28-9-2019.2291002