Scrutiny on Indonesian EFL Teachers’ Willingness to Understand and Implement the TPACK in VLE

Abstract

During this pandemic, all countries focused on the issue of transforming the education system, media, teaching strategies, and materials, from face-to-face teaching and learning to teach in a Virtual Environment (TVE)-based, including in Indonesia. However, this sudden change of situation made all education systems change in a hurry. The fact that English teachers are more proficient at applying their content and pedagogical knowledge than technological knowledge makes this study aim to determine how willing teachers are to add and apply their TPACK, particularly in TVE at the moment, and also to reveal the effect of willingness to increase TPACK with a willingness to apply TPACK. The respondents in this survey were 43 EFL teachers. The instrument used in collecting data is a questionnaire. Descriptive statistics, normality and homogeneity tests, and independent t-tests were used in the quantitative data analysis. The data shows that most Indonesian EFL teachers are at the median level of readiness to learn and practice TPACK. However, there is no relationship between willingness to understand and willingness to apply TPACK among English teachers. This finding influences the perspective of educators and researchers on how external pressures need to be reduced and teachers in Indonesia to need internal motivation towards technology-based education.

Students’ perception on TPACK practices on online language classes in the midst of pandemic

“…The same thing also occurs to other study which it's finding overview that the TPACK level development in their study was still not fully achieved by the teachers [19]. A study conducted by Surayya, Asrobi, and Farizi has found that most Indonesian EFL teachers are at the median level of readiness to learn and practice TPACK [4]. They conducted a survey which the result shows that only 23% participants have a strong willingness to understand the TPACK.…”

“…Meanwhile, 63% participants at moderate level which indicate their TPACK at middle level. This study concludes that most of the EFL teachers have middle willingness in understanding TPACK and needs some encouragement on their internal motivation through providing some trainings and real context practice about TPACK by government and their internal institution [4]. The clearer result of statistical analysis of satisfaction level of the online classes can be seen in Table 2 and Table 3…”

“…The pandemic has made educational institutions adjust their teaching and learning processes. As a consequence, the online learning system that they implement in unscheduled meetings has substituted their face-to-face meeting in this pandemic [3], [4]. Grätz and Lipps [5] mentioned that reducing studying time from 35 hours to 23 hours a week has occurred in Switzerland since the pandemic.…”

Student’s Perspective: Google Classroom Application in Learning English during the Pandemic

“…Adherents of the flow of behaviorism pay attention to the function of incentives and punishments in sustaining or lessening the tendency for specific behaviors to arise in this perspective (Aini, Muslem, & Marhaban, 2021). A devotee of behaviorism, for example, will examine environmental disturbances that are thought to be relevant to the problem (Surayya, Asrobi, & Farizi, 2021). Adherents of the social cognitive learning perspective hypothesis, on the other hand, attempt to blend various parts of behaviorism with studies on thoughts, values, expressions, and intents (Sandi Sukandi, 2022).…”