Tracing Technological Pedagogical Content Knowledge (TPACK) on Practical EFL Teachers in Writing Context

Abstract

With the world demand to provide digital school, this study examines how the integration among technology, pedagogy and content knowledge in writing context as the part of TPACK framework on the practical EFL teachers. The samples of this study are 27 of practical English teachers divided into three level of achiever (low, middle, and high). They were taking the Writing and Assessment courses as the part of their education to achieve the bachelor degree in Universitas Hamzanwadi, a private University in Lombok, Indonesia. This research took about six months of teaching and learning process. The observation and document results of the practical EFL teachers become the data primer of this study since the researchers act directly as the lecturer in the writing course. This study uses qualitative research as it investigates a process of teaching learning that lasted several months and happened in a particular setting. The result of study showed that the practical teachers’ writing content and pedagogy knowledge were better than their technological knowledge. Furthermore, the high achievers of practical EFL teachers perform a good TPK and TCK rather than they who come from middle and low achiever.

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

“…Yet, the result on this study will not be eternal and final since it is assumed that the new transformation of online learning will be come a new culture several years later then teachers in Indonesia accustomed with it (Wijaya et al, 2021). On the other hand, although, finally from this study we know that EFL Indonesian willingness level in TPACK in middle, same like their level in TPACK itself, it is impossible to say that all instructors with varying levels of experience have the same level of willingness to comprehend and execute their TPACK (Ammade et al, 2020;Cahyono et al, 2016;Surayya & Asrobi, 2020). Thus, the result of the questionnaire used in this study may be different if it is applied in the other language area where technology become an alter ago, like IT teachers, or even economic, law, science, or health area.…”

“…To be more specific, teachers' TPACK on writing are in moderate level. If teachers' TPACK is examined in a broad sense, it suggests they have a decent degree of TPACK, but it is difficult for them to adapt their specialized content knowledge to specific technology (Ammade et al, 2020;Surayya & Asrobi, 2020). The findings revealed that Education Technology graduates possessed a strong grasp of subject and pedagogical competence (Utama's, 2019).…”

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

“…Other researchers have also done several investigations on the implementation of TPACK [1], [6], [26]- [34]. In this case, Surayya and Asrobi [1] examine how integrating technology, pedagogy, and content knowledge in the writing context is part of the TPACK framework for practical EFL teachers.…”

“…The outbreak of the new Coronavirus in the past two years has forced many walks of life to take on abrupt changes in the ways they operate. People were unprepared for this "unpredictable dangerous pandemic" and were forced to implement drastic measures to cope with the challenge [1]. The transition to online classes in the midst of pandemic surely causes challenges for educators [2].…”

“…Remote teaching that has been conducting for more than two years has caused some problems related to psychosocial and technical matters [7]. Availability of limited internet data packages, poor connection or signals, and ownership of cellular phones or laptops are problems that usually occur during these emergency distance classes [1], not to mention the distraction of activities of family members. Parents, especially mothers, also feel that online learning has changed their lives.…”