Technological pedagogical and content knowledge (TPACK) is a dynamic framework for defining teachers' knowledge. This framework is needed for designing, implementing, and evaluating curriculum and instruction with technology. TPACK framework was firstly developed by Shulman (1986) and then expanded by Mishra & Koehler (2006) by adding the technology element. The purpose of this inquiry is to explore and retell the story of an English teacher using the TPACK framework for teaching English. More specifically, the study is intended to know the challenges and the opportunities in using the TPACK framework in teaching English. A narrative inquiry with the thematic analysis used for analyzing the data. To collect the data, the researcher used a semi-structured interview, observation, and document analysis. The participant was an experienced English Teacher in a high school in Indonesia. The study revealed that technology integration in teaching English is quite complicated. The teacher deals with challenges like IT literate, internet connection, and lack of ideas to create meaningful tasks using technology. Otherwise, technology integration offers some opportunities such as a pleasant and flexible classroom, motivate students and teacher to improve themselves and various opportunities to develop the multimodal product. This finding is a useful input related to the EFL research on technology integration.

The need for preparing quality teachers with all essential technological competencies is considered crucial. The present study aims to analyze and reveal how a design activity could raise the technology awareness of pre-service English teachers for language teaching. Taking a case in a border area of Indonesia, this study was qualitatively conducted as a narrative inquiry research model. Data were collected through participatory observation, in-depth interview, and written narrative from a lecturer’s journal. Fifteen pre-service English teachers of a university located in East Nusa Tenggara Indonesia were involved in the study. However, only six participants were interviewed to elicit detailed stories about how the activities in ELT media class could promote their technological awareness. Furthermore, thematic analysis with multiple case studies was applied to analyze the data. The results reveal that the pre-service English teachers develop their awareness of the prominence of technology by experiencing the use of technology provided by their lecturer. Furthermore, peer collaboration is essential during the process of developing technological awareness. The findings provide insights for educators and researchers focusing on the technology integration for teaching and learning in remote areas. Further researches highlighting the evaluation of technology integration is needed regarding remote areas.

The creation of the curriculum aims to improve the quality of education in the country. It is also happening in  Indonesia, where the curriculum is always created with the aim of improving the quality of education in Indonesia. The aim of this study was to investigate the implementation of a scientific approach to teaching English in Junior High School in the Indonesian rural areas context. Qualitative method used in this study on pilot project school of 2013 curriculum. The research subject was the English language teacher who has been teaching using the 2013 curriculum. The data then analyzed using Analysis Interactive's Miles, Huberman, and Saldana model. It can be found that the teacher already implements the scientific steps consist of (observing, questioning, collecting data, associating, and communicating). On the other hand, there was still a lot of problem face by the teacher while applying this method, such as a lot of time is spent on this activity, a large number of students, limited time allocation given and also lack of teaching source.Keywords: English Teaching, Implementation, Scientific, Rural Area

Higher-Order Thinking Skills (HOTS) is inevitably important to develop students' critical thinking as well as creative thinking skills in 21st century era. In the current curriculum of Indonesia, called 2013 curriculum, the government tries to promote the development of students' critical and creative thinking by applying HOTS-based teaching in the classroom. In fact, when conducting teaching learning process, teachers are directly or indirectly influenced by their perceptions about HOTS itself. To reveal their perceptions, this study aims to investigate English teachers' perceptions on HOTS implementation in Indonesia context. The subject of this survey is 28 pre-service and 10 in-service English teachers in high school level in Indonesia. There are four areas of HOTS perceptions that are investigated in this study namely teachers' perceptions on planning, teachers' perceptions on implementing, teachers' perceptions on assessing and teachers' perceptions on responsibility towards HOTS teaching learning activities. The result shows that in the areas of planning, implementing, and assessing, pre-service teachers show more positive result than inservice teachers. On the other hand, in the area of responsibility, in-service teachers show more positive result than pre-service teachers.