4.1 Findings of the Study
4.1.2 Statistics Description of the Questionnaire
As explained in chapter 3, the questionnaire consists of 58 questions which cover information about the level of TPACK and lecturers’ competence. The TPACK questions were divided into seven sections. Based on Mishra and Koehler (2006), there are 7 aspects of lecturers’ TPACK. They are extracted from three main components of knowledge (content, pedagogy, and technology). They are:
1) Technology knowledge (TK), also recognized as knowledge of different technologies, 2) Content knowledge (CK), which is known as knowledge of subject matter, 3) Pedagogical knowledge (PK), also known as knowledge of teaching systems or techniques, 4) Technology content knowledge (TCK), it relates to subject material knowledge presented by the use of technology, 5) Technological pedagogical knowledge (TPK), also relates to understanding how to use technology to apply various teaching methods, 6) Pedagogical content knowledge (PCK), also corresponds to knowledge of various types of subject matter teaching techniques, and 7) Technological pedagogical content knowledge
(TPACK), that is described as knowledge of how to use technology to apply teaching methods for various subject matter forms. Therefore, TPACK framework becomes the main assessment of educator knowledge in experience an effective technology integration process.
The competence questions were divided into three sections. The first section is planning and preparing section which includes 4 indicators such as: (1) formulating learning objective, (2) material arrangement, (3) planning of effective learning, and (4) selecting of source, media and strategy of learning. The second section is conducting of active and effective learning process which includes 7 indicators, such as: (1) beginning of effective learning, (2) mastery of learning material, (3) implementing of approach and strategy of effective learning, (4) applying source and media of learning, (5) stimulating and maintaining students’
involvement in learning, (6) applying appropriate and proper communication of learning, and (7) closing learning process effectively. The third section is learning evaluation which includes 3 indicators, such as: (1) designing evaluation instrument, (2) applying strategy and method of evaluation, and (3) applying the feedback.
Table 6
The Statistics Description of Questionnaire and Level of Variable
Variable Questionnaire Mean Categorize
Tecnological Knowladge (TK)
I know how to solve my own technical problems.
4,228070 High/Good I can learn technology easily 4,222222 High/Good I keep up with important new technologies. 4,333333 High/Good I frequently play around with the technology. 4,152047 High/Good I know about a lot of different technologies. 3,836257 High/Good I have the technical skills I need to use
technology.
4,099415 High/Good I have had sufficient opportunities to work with
different technologies.
4,040936 High/Good
Total 4,132164 High/Good
Variable Questionnaire Mean Categorize
Content
Knowladge (CK)
I have sufficient knowledge about English. 4,631579 High/Good I can use a literary way of thinking. 4,578947 High/Good I have various ways and strategies of developing
my understanding of English.
4,526316 High/Good
Total 4,580702 High/Good
Pedagogical Knowladge (PK)
I know how to assess student performance in a classroom.
4,473684 High/Good I can adapt my teaching based upon what
students currently understand or do not understand.
4,345029 High/Good
I can adapt my teaching style to different learners.
4,309942 High/Good I can assess student learning in multiple ways. 4,374269 High/Good I can use a wide range of teaching approaches in
a classroom setting.
4,309942 High/Good I am familiar with common student
understandings and misconceptions.
4,105263 High/Good I know how to organize and maintain classroom
management.
4,309942 High/Good I can select effective teaching approaches to
guide student thinking and learning in English.
4,280702 High/Good
Total 4,322807 High/Good
Technological Content Knowledge (TCK)
I know about technologies that I can use for understanding and doing English.
4,204678 High/Good
Technological Pedagogical Knowledge (TPK)
I can choose technologies that enhance the teaching approaches for a lesson.
4,210526 High/Good I can choose technologies that enhance
students’ learning for a lesson. 4,187135 High/Good I am thinking critically about how to use
technology in my classroom.
4,245614 High/Good I can adapt the use of the technologies that I am
learning about to different teaching activities.
4,175439 High/Good
Total 4,369591 High/Good
Variable Questionnaire Mean Categorize
Tecnology pedegogy and content Knowladege TPACK
I can teach lessons that appropriately combine English, technologies, and teaching approaches.
4,035088 High/Good I can select technologies to use in my classroom
that enhance what I teach, how I teach, and what students learn.
4,058480 High/Good
I can use strategies that combine content, technologies, and teaching approaches that I learned about in my coursework in my classroom.
4,198830 High/Good
I can provide leadership in helping others to coordinate the use of content, technologies, and teaching approaches at my school and/or district.
4,128655 High/Good
I can choose technologies that enhance the content for a lesson.
4,315789 High/Good
Total 4,119298 High/Good
Planning and Preparing
Formulate and develop the online learning objective based on competency standard and basic competency
4,350877 High/Good
Making the online learning objective contains learning outcomes which relevance to students’
need
4,233918 High/Good
Arrangement of teaching materials of online learning from easy to difficult
4,292398 High/Good Arrangement of teaching material of online
learning in accordance with context of life and development of science and technology
4,333333 High/Good
Design online learning strategies, approaches and methods that are relevant to learning objective
4,239766 High/Good
Giving proportional time allocation of online learning by considering complexity of material and students’ needs
4,397661 High/Good
Selecting the sources and media of online learning to achieve the learning objective
4,280702 High/Good Selecting the media of online learning that can
ease understanding of students
4,257310 High/Good
Total 4,215205 High/Good
Conducting Learning Process
The repetition of previous material before conducting effective online learning
4,111111 High/Good The conveying of learning objective to students
before conducting effective online learning
4,853801 High/Good The adapting of material of online learning to
objective of learning
4,315789 High/Good Being concern on level of accuracy of
discussion toward the material of online learning
4,614035 High/Good
Conducting the online learning that are relevant to competency
4,497076 High/Good
Trying to control students’ behaviour in order to be conducive
4,374269 High/Good Teaching in accordance with allocation of time 4,116959 High/Good Having the skill to apply sources and media of
online learning
4,093567 High/Good Trying to get the students involved in creating
and applying sources and media of learning
4,286550 High/Good Fostering the participation of students through
interaction of lecturer to students, students to students
4,339181 High/Good
Giving the opportunity to students to ask, answer the questions and express the opinion
4,421053 High/Good Using spoken language clearly and fluently 4,444444 High/Good Using written language properly and correctly 4,076023 High/Good Reviewing the material by involving students 4,181287 High/Good Conducting remedial by giving activity and task 4,152047 High/Good
Total 4,266082 High/Good
Variable Questionnaire Mean Categorize
Learning Evaluation
Adapting technique and kinds of assessment toward learning objective
4,230321 High/Good Applying test instrument to measure the
progress of students
4,059767 High/Good Relying on technique of evaluation to measure
the students’s learning achievement 4,475219 High/Good Using instrument of evaluation that relevant to
material and learning objective in lesson plan
4,087464 High/Good Relying on the result of analysis to identify level
of basic competency (easy, middle, difficult) in order to know students’ strengthens and weakness
3,081633 Medium/Good Enough
Relying on the result of evaluation to improve the design and learning process
3,104956 Medium/Good Enough Relying on the result of evaluation to identify
lecturer’s potential and challenges in improving lecturer’ professionalism
4,830904 High/Good
Total 4,271345 High/Good
Figure 3. The Graphic of Each Variable
The first aspect deals with the result of lecturers’ questionnaire in Technological Knowledge (TK). The descriptive statistics of the questionnaires results were seen from the total mean score about four point one (4.1) that categorized in the high category or good. It indicates that the ability of the lecturers’ understanding related to the technology is quite good or high.
Then, the result of lecturers’ level of Content Knowledge (CK) was four point five (4.5) based on the results of statistical testing using SPSS. This score indicates that the lecturers’ level of Content Knowledge is in good or high category.
For the Pedagogical Knowledge (PK) variable, it was viewed from the total score or total mean score about four point three (4.3). It is in the good or high category. Furthermore, for Technological Content Knowledge (TCK), it is also included in the high category and mean score about four point two (4.2).
TK CK PK TCK TPK TPACK Planning
and Preparing
Conductin g Learning
Process
Learning Evaluatio
n Series1 4.132 4.58 4.322 4.204 4.369 4.119 4.215 4.266 4.271
3.8 3.9 4 4.1 4.2 4.3 4.4 4.5 4.6 4.7
The Graphic of Each Variable
In addition, for Technological Pedagogical Knowledge (TPK) level, the totals mean score of four point three (4.3) that categorized as high or good category. The mean score of Technology Pedagogy and Content Knowledge variable or TPACK was high and good in four point one (4.1). It means that the ability of the lecturer in applying or integrating technology is in the good category when viewed from the results of data processing using SPSS.
The lecturer competences were divided into three sections. The first aspect deals with planning and repairing section. The total mean score of lecturers’
ability to plan and prepare was four point two (4.2). The lecturers had high or good ability in planning and preparing the lesson. Then when viewed from the conducting learning process, it can be seen from the total mean score of 4.2 that is included in the high or good category. This means the score same with the mean score of learning evaluation. The main score was 4.2 that indicates the lecturers have good competence in learning evaluation.