Tesis

Exploring efl teachers’ technological pedagogical content knowledge (tpack) during the distance education / Sofia Imania

Abstrak
The expansion of distance education undeniably has become the center of attention for many years during this 21st century. It provides circumstances where the ICT influences the accessibility and flexibility of teaching and learning. It means that the sustainability of distance education is not limited by time and place for both students and teachers. As for teachers the ability of integrating ICT into the classroom are required to create effective teaching environment and outcomes. Studies on language teachers rsquo ICT skills mainly in the area of English Language Teaching (ELT) need to be explored further. Through Technological Pedagogical and Content Knowledge (TPACK) framework this study aims at defining EFL teachers rsquo perception towards their ICT knowledge. This sequential explanatory research design engaged both quantitative and qualitative data. A 26-statement TPACK questionnaire adapted from Schmidt et al. (2020) played as the main instrument which aimed to know EFL teachers rsquo TPACK. Meanwhile the interview guide adapted from Schmidt et al. (2020) as well served as the additional instrument to reveal further information related to EFL teachers rsquo TPACK. Accordingly 139 EFL teachers were involved in this study by means of proportional stratification sampling procedure and seven of them were chosen for interview to obtain the qualitative data. The result of this study showed that that the average TPACK of EFL teachers was good. Most of the teachers give their positive responses in all TPACK domains. Thus it was indicated that Content Knowledge (CK) was perceived as the strongest domain of EFL teachers rsquo TPACK. Other TPACK domains which gained teachers rsquo positive responses were Pedagogical Content Knowledge (PCK) Technological Pedagogical Content Knowledge (TPACK) Pedagogical Knowledge (PK) Technological Pedagogical Knowledge (TPK) and Technological Knowledge (TK). Nevertheless the finding showed that Technological Content Knowledge (TCK) become the lowest aspect of EFL teachers rsquo TPACK. This finding might be encountered since not all of the EFL teachers were exposed to the development of technology used in the area of ELT research. In respect of the findings of this study suggestions are addressed to EFL teachers to keep up more with the development of technology and academic research in the area of ELT. In addition limitation and suggestions on TPACK issues are also presented for future researchers.

Informasi Detail

DDC

Rt 420.7 IMA e

Prodi

Universitas Negeri Malang. Program Studi Pendidikan Bahasa Inggris, 2021.

Deskripsi Fisik

xiii, 131 lembar : ilus. ; 30cm.

Bahasa

No Reg

07173/KI/22

Edisi

Tesis (Pascasarjana)--Universitas Negeri Malang. 2021

Subjek

1. BAHASA INGGRIS - STUDI DAN PENGAJARAN
2. BAHASA INGGRIS - TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE
3. ENGLISH - STUDY AND TEACHING

Pembimbing

1. Mirjam Anugerahwati ; 2. Sintha Tresnadewi

Lampiran Berkas