The TPACK Framework On Teacher’s Classroom Activity at Ma’Had Tahfidzul Qur’an Rahmatullah Samarinda
Abstract
Indonesian students who are uninterested in English learning demands English teacher to be more creative and clever to choose an exact way in teaching. One of better ways is integrating various technologies into teacher’s teaching in any content area. In this case, TPACK framework is so needed to create an effective and efficient English teaching and learning that make students interested and motivated. As in MTQ Rahmatullah Samarinda, English teacher uses technology in teaching English. This study proposed 1) to investigate the TPACK being included in teacher’s lesson plan. 2) To analyze how the English teacher implementing TPACK framework in teaching. 3) To compose what problems are faced by teacher in teaching within the TPACK framework. The design of this study was a qualitative research, a case study. In this study, purposive sampling was chosen. From three classroom observations and one interview, this study revealed three findings: 1) the English teacher applied TPACK framework based on her lesson plan. 2) the English teacher applied TK, CK, PK, and PCK, TPK while did not apply TCK and TPACK based on her classroom observation and document finding. 3) there seven problems were faced by the English teacher in applying TPACK that was include of the difficulties in selecting best technology in efficient time (TK), mastering the topic especially pronunciation mistakes (CK), managing the classroom setting (PK), choosing a good way for receiving teacher’s goal with specific English material (PCK), creating an efficient time by using suitable technology to make students easier to understand and engage them (TCK), utilizing technologies to manage noisy classroom (TPK), and applying various technologies for specific subject content (TPACK). In short, based on the finding it showed that by applying TPACK the teacher required suitable technologies and methods in teaching to encourage students learning English
Downloads
References
American Association of Colleges of Teacher Education (AACTE) Committee on Innovation and technology. (2008). Handbook of technological pedagogical content knowledge (TPCK) for educators. New York: Routledge/Taylor & Francis Group.
Akyüz, D. (2016). TPACK analysis of preservice teachers under different instruction methods and class levels. Turkish Journal of Computer and Mathematics Education, 7(1), 89-111. doi:10.16949/turcomat.75768
Ashton, P., & Crocker, L. (1987). Systematic study of planned variations: The essential focus of teacher education reform. Journal of Teacher Education, 38, 2-8.
Aquino, A. B. (2015). Self-efficacy on technological, pedagogical and content knowledge (TPACK) of biological science pre-service teachers. Asian Pacific Journal of Multidisciplinary Research, 3(4.3), 150-157. Retrieved from https://doaj.org/article/b8019779fd70454fa65a74bf559576b5
Bilici, S. C., Guzey, S. S., & Yamak, H. (2016). Assessing pre-service science teachers’ technological pedagogical content knowledge (TPACK) through observations and lesson plans. Research in Science & Technological Education, 34(2), 237-251. doi:10.1080/02635143.2016.1144050
Bodgan, R., & Biklen, S.K (1998). Qualitative Research in Education. USA:A Viacom Company.
Brown, H.D (2007). Principles of Language Learning & Teaching. New York: Pearson Education.
Carter, V. G. (1996) Essentials of educational Research (Methodology and design). New York: Meredith Publishing Company.
Chai, Koh, & Tsai, (2013). A Review of Technological Pedagogical Content Knowledge. Educational Technology & Society, 16 (2), 31–51.
Creswell John W (2012). Planning, Conducting and Evaluating Quantitative and Qualitative Research. CA: Sage.
Darling-Hammond, L. (2000). Teacher quality and student achievement: A review of state policy evidence. Educational Policy Analysis Archives, 8(1).
Dinisari, M, C (2016). SURVEI: Kemampuan Berbahasa Inggris Orang Indonesia Masih Tertinggal. Kabar24. http://kabar24.bisnis.com/read/20161209/255/610610/survei-kemampuan-berbahasa-inggris-orang-indonesia-masih-tertinggal
Dita A. P., (2017). Teaching English through TPACK by English Teachers at SMK TI Airlangga Samarinda. Mulawarman University.
Duncker, K. (1945). On problem solving. Psychological Monographs, 58(5), 1–110.
Gay, L.R, et al (2006). Educational Research: competencies for analysis and application-8th ed. Person Education,Inc: USA
Graham, C.R., Borup, J., & Smith, N.B. (2012). Using TPACK as a framework to understand teacher candidates’ technology integration decisions. Journal of Computer Assisted Learning (2012), 28, 530–546
Hancock, B., Ockleford, E., & Windridge K.,(2009). An Introduction to Qualitative Research. The NIHR Research Design Service for Yorkshire & the Humber.
Harris, J.B & Hofer, M.J (2011). Technological Pedagogical Content Knowledge in Action: A Descriptive Study of Secondary Teachers' Curriculum-Based, Technology-Related Instructional Planning JRTE | Vol. 43, No. 3, pp. 211–229
Harris, J., Grandgenett, N. & Hofer, M. (2010). Testing a TPACK-based technology integration assessment rubric. In D. Gibson & B. Dodge (Eds.), Proceedings of Society for InformationTechnology & Teacher Education International Conference 2010 (pp. 3833-3840). Chesapeake, VA: AACE.
Huberman, A.M, and Miles, M.B (2004). Qualitative Data Analysis, A Source Book of a New Method. (2nd Ed). London. SAGE Publication
Kafyulilo, A., Fisser, P. & Voogt, J. (2013). TPACK development in teacher design teams: Assessing the teachers’ perceived and observed knoweldge. In R. McBride & M. Searson (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2013. Chesapeake, VA: AACE.
Kajornborn, Annabel B. 2001. Using Interviews as research instrument. Unpublished paper. Language, Chulalongkorn university.
Kanuka, H. (2006). Instructional design and e-learning: A discussion of pedagogical content knowledge as a missing construct. The e-journal of instructional Science and Technology, 9(2)
King, L.J (2000). Teaching German literature through the web; Processes and outcomes. Die Unterrichspaxis, 33(1), 61-70
Koehler, M. J., & Mishra, P. (2008). Introducing TPCK: The Handbook of Technological Pedagogical Content Knowledge (TPCK) for Educators. New York: American Association of Colleges for Teacher Education & Routledge.
Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.
Koehler, M.J., Mishra, P., & Cain, W (2013). What is technological pedagogical content knowledge (TPACK)? Journal of Education, 193(3), 13-18
Larsen-Freeman, D & Anderson, M (2011). Techiques & Principles in Language Teaching. Oxford University Press
Mardalis, (2008). Metode Penelitian Suatu Pendekatan Prosa. Jakarta: Bumi Aksara
Meskill, C., & Ranglova, K. (2000). Sociocollaborative language learning in Bulgaria. In M.Warschauser & R. Kern (Eds.), Network-based language teaching: concepts and practice. Cambridge: Cambridge University Press.
National Research Council Committee on Information Technology Literacy. (1999). Being fluent with information technology literacy. Washington, DC: National Academy Press
Northon, L. S (2009). Action Research in Teaching and Learning: A practical guide to conducting pedagogical research in universities. Routledge. ISBN 0-203-87043-3 Master e-book ISBN
Patton, M.Q., & Cochran, M (2002). A Guide to Using Qualitative Research Methodology. Medicins Sans Frontieres.
Robinson, S.P (2010). 21st Century Knowledge and Skills in Education Preparation. AACTE, 11.
Schmidt, Baran, Thompson, et al (2009). Technological Pedagogical Content Knowledge (TPACK): The Development and Validation of an Assessment Instrument for Preservice Teachers. ISTE (International Society for Technology in Education). U.S. & Canada.
Shafer, K. G. (2008). Learning to teach with technology through an apprenticeship model. Contemporary Issues in Technology & Teacher Education, 8(1), 27-44.
Shulman, L.S (1986). Those who understand: knowledge growth in teaching. American Educational Research Association, 15(2), 4-14
Simon, H. (1969). Sciences of the artificial. Cambridge, MA: MIT Press.
So, H., & Kim, B. (2009). Learning about problem based learning: Student teachers integrating technology, pedagogy and content knowledge. Australasian Journal of Educational Technology, 25(1), 101-116.
Sugiono, 2005. Memahami Penelitian Kualitatif. Bandung: Alfabeta.
Wiley, J & Sons (2015). The Jossey-Bass Education Series. Jossey-Bass. USA
Wilson, S. M., Floden, R. E., & Ferrini-Mundy, J. (2001). Teacher Preparation Research: Current Knowledge, Gaps, and Recommendations. East Lansing: MSU.
Yeh, A., (2005). Poetry from the heart. English Today, 21(1), 45-51
Zainal, A (2012). ESL teachers’ use of ICT in teaching English literature: An analysis of teachers’ TPCK. Procedia - Social and Behavioral Sciences 34,234 – 237
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareALike 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
