The Use Of Technological Pedagogical Content Knowledege (TPACK) By English Teachers In Kebumen
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Date
2024-03-28
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Program Studi Magister Pendidikan Bahasa Inggris Fakultas Pendidikan Keguruan dan Ilmu Pendidikan Universitas Muhammadiyah Purworejo
Abstract
his study aims to investigate the use of Technological Pedagogical Content
Knowledge (TPACK) by English teachers at junior and senior high schools in Kebumen.
In the era of Industrial Revolution 4.0, digital technology has an important role. Teachers
need to develop their ability to use technology to facilitate student learning. However,
according to researcher, it takes work to integrate TPACK in English language teaching by
English teachers at junior and senior high schools, especially in Kebumen.
The study is based on the understanding that integrating technology into English
Language teaching can bring many benefits, expand teaching and learning activities,
implement student-centered learning, encourage active student participation, and access
various authentic learning materials. TPACK is a framework introduced by Koehler, M. J.
dan Mishra, P. (2006) that supposed to help English teachers at junior and senior high
schools in Kebumen understand the knowledge needed to integrate technology effectively.
This research was conducted using a qualitative research. Data were collected
through questionnaires and interviews with English teachers at junior and senior high
schools in Kebumen and analyzed using content analysis methods. The results showed that
English teachers' use of TPACK in Kebumen still needs to be improved. Although teachers
recognize the importance of technology in English language teaching, they need help
implementing it, including limited access to technological devices, limited technological
knowledge and skills, and limited school facilities.
This research provides a better understanding of the use of TPACK by English
teachers at junior and senior high schools in Kebumen and the challenges they face in
integrating technology into teaching. The results of this research can be the basis for
developing training programs and increased support for English teachers at junior and
senior high schools in Kebumen to develop their skill to use technology effectively in
English language teaching. However, the study's results cannot be generalized to the
conditions of use of TPACK.