This research investigate pre-service EFL teachers’ voices toward teacher educators’ implementation of flipped classroom combined with Facebook throughout TPACK that can be observed by pre-service EFL teachers during their teacher training program. This study employed phenomenology of semi-structure interview and document e-portfolio projects of eight pre-service EFL teachers. This research revealed although not all participants were unfamiliar with flipped classroom, this approach to combine with Facebook as media to upload e-portfolios of previous pre-service EFL teachers and various website links to design and develop PACI model was effective and efficient in understanding the content of PACI model before they have face to face classes. The significance of this study is useful for pre-service EFL teachers to witness the use flipped classroom combine with Facebook to extend the use of technology for being self-discipline and self-directness to design and develop PACI model throughout the TPACK framework in supporting them to be 21st future teachers. ABSTRAK Penelitian ini mengungkap pengalaman para calon guru terhadap penerapan kelas terbalik dengan menggunakan Facebook sebagai media oleh dosen dengan TPACK yang dapat diamati oleh para calon guru selama mengikuti perkuliahan agar nantinya dapat mereka terapkan. Dengan menggunakan phenomenology semi interview terstruktur terhadap delapan calon guru dan menganalisa hasil unjuk kerja berbasis portofolio elektronik. Penelitian ini menemukan walaupun tidak semua calon guru terbiasa dengan pendekatan kelas terbalik, penggabungan metode ini dengan Facebook sebagai media untuk memasukkan materi ajar dari Internet ditambah dengan hasil kerja mahasiswa sebelumnya berbasis elektronik portofolio untuk mendesain dan membuat materi ajar berbasis teknologi dengan menggunakan PowerPoint, Audacity, Camtasia, dan Internet (PACI) efektif dan efisien untuk difahami dan diterapkan oleh calon guru sebelum mengikuti perkuliahan dan meningkatkan penggunaan teknologi untuk belajar mandiri, mendesain, dan membuat PACI model berdasarkan TPACK untuk menjadi guru abad 21. How to Cite: Limbong, E. (2016). The Voices of Preservice EFL Teachers on the Implementation of Teacher Educators’ Flipped Classroom in Designing and Developing PACI Model. IJEE (Indonesian Journal of English Education), 3(2), 171-191 doi:10.15408/ijee.v3i2.5511. Permalink/DOI: http://dx.doi.org/10.15408/ijee.v3i2.5511

Abstract:The 21st century English teachers and lecturers are required to have competencies in translating Content Knowledge (CK), integrating various Pedagogical Knowledge (PK) and implementing Technological Knowledge (TK) in order to produce effective and efficient teaching. This research reveals and describes researcher's efforts and pre-service EFL teachers' (Pre-service EFL teachers) roles in designing and developing the supplemental teaching and learning materials with PowerPoint, Audacity, Camtasia and Internet (PACI) model. To transform researcher roles and model to introduce and implement Technological, Pedagogical, and Content Knowledge (TPACK) framework, this research implemented blended learning: traditional face to face and Facebook closed-group discussion based on Project-Based Learning. This research employed the qualitative autobiography narrative of self-study from the researcher's experiences to implement blended learning. Semi-structured interviews were conducted with four Preservice EFL teachers of group A and five Pre-service EFL teachers of group B to seek the Pre-service EFL teachers' experiences in designing and developing PACI model. The results suggested that blended learning could effectively and efficiently integrate and implement the design and development of a PACI model. Most importantly both researcher and two groups realized that in integration of TPACK during a Computer Literacy course, the subject matter may be shaped by the application of technology; teaching as well as learning might be changed by the use of technology and the way to represent and communicate specific lessons to students.

The primary objectives of this study were (1) to find out learners' reading comprehension achievement after learning English using Reading Comprehension Application (RCA) on smart phone, (2) to find out if there is any significant effect of RCA on Smartphone usage in learning English. The findings revealed that learners gain higher achievement on their post-test (67.81) score rather than on the pre-test score (62.65). Furthermore, there was significant difference of pre-test and post-test mean score (Sig. level 0.001 < 0.05). The results constituted that there was improvement on learner's reading comprehension achievement based on the pre-test and post-test findings presentation after learning English using Reading Comprehension Application (RCA) on smart phone.

Understanding how teachers' pedagogical beliefs regarding language teaching and learning have been transferred into technology integration practices in English teaching would assist teachers in optimizing learning outcomes and facilitating teaching-learning. The purpose of this study is to explore how language teachers' pedagogical beliefs, which beliefs about language instruction and learning that have been translated into technology integration in English instructional practice. This study used a case study as the research design, this research also used other instruments, there were interview guidelines, documents checklist, and observation form/field notes. The data analysis of this study consisted of two phases: within-case analysis (phase 1) and cross-case analysis (phase 2). The results of this study showed rule-based practices with technology implemented by teachers. In this study typically entailed using technology to support grammar and practice in the classroom. Also, it showed the purposeful study and assessment or application of grammatical rules within appropriate contexts. Moreover, the integration of Islamic education with science and technology learning is expected to be meaningful and easily understandable. Therefore, the goal of Islamic education in leading students to recognize, understand, contemplate, believe, and have a noble character in implementing the teachings of Islam from the primary source, the holy book of Al-Quran and Al-Hadith, can be accomplished through teaching guidance, practicing, and the use of experience