CHAPTER III
activities have been a major concern.58 As a result, teachers are required to have basic professional knowledge. Teachers are supposed to have a basic understanding of operating systems and hardware, as well as the ability to use applications such as a word processor, spreadsheet, browser, etc. The components of teachers’ technology knowledge such as the ability to use technologies effectively, the teachers’ involvement in keeping up with the most recent advances in technology and the teacher has essential technology tools for the lesson.
Based on the data result, the researcher found that Pre-service EFL teachers’ Technological Knowledge (TK) was in good criteria. It can be seen from data which the total percentage of Technological Knowledge (TK) was 72% and most of students said that they can used technical skills such as using internet and computers effectively. Therefore, the students can solve any technical problems in using technology in teaching.
This result was line with Aniq and Drajati.59 They investigated EFL teachers’ views of their TPACK development: how EFL teachers interpret seven domains on the TPACK platform. As a result, a case study was used in this study since it was the most suitable approach for performing the test.
The knowledge was gathered from 20 EFL teachers through online semi- structured interviews. Most EFL teachers scored their domain knowledge
58 Cunningham, A. C., & Stewart, L. M, “A Systems Analysis Approach to Learning Theory in Pre-Service Teacher Education: Using Technology to Facilitate Representation of Complex Relationships on Educational Theory and Practice”, Action in Teacher Education, Vol.
24, No. 4, 2003, p. 18-26.
59 Aniq, L. N., & Drajati, N. A, “Investigating EFL Teachers’ Perceptions on Their TPACK Development: How EFL Teachers View Seven Domains on TPACK Framework”, Leksika: Jurnal Bahasa, Sastra dan Pengajarannya, Vol. 13, No. 2, 2019, p. 95-101.
for CK, PK, and PCK higher than for domains involving technical knowledge, such as TK, TCK, TPK, and TPACK, according to the findings.
The outcome of this analysis is that EFL teachers would have a greater understanding of the TPACK structure. In the future, it will contribute to the TPACK growth of EFL teachers in order to improve the efficiency of the teaching and learning process.
2. Pedagogical Knowledge (PK)
Pedagogical knowledge (PK), also known as knowledge of teaching systems or techniques. It is consistent with Yulianti’s claim regarding pedagogical competence. According to her, pedagogical competence refers to a teacher’s ability to manage students' learning, which includes the willingness to get to know their learners, develop and implement lesson plans, assess learning outcomes, and help students reach their full potential.60 Shulman stated that pedagogical knowledge is the knowledge to understanding student characteristics, organizing social events for the purpose of educating, enabling students to reach their full potential (critical thinking, creative thinking, collaboration, communication), interact with students in an accurate, empathic, and respectful manner and conduct method and learning outcome tests and reviews.61 As a result, teachers are required to have basic professional knowledge. Teachers are supposed to have a basic understanding of operating systems and hardware, as well as
60 Yulianti, “Correlation between Pedagogical Competence of Religion Teachers and Students’ Learning Outcomes”, Journal of Education, Vol. 1, No. 2, 2012.
61 Shulman, “Those Who Understand: Knowledge Growth in Teaching”, Educational Research, Vol. 15, No. 2, 1986, p. 4-14.
the ability to use applications such as a word processor, spreadsheet, browser, etc. The components of teachers’ technology knowledge such as the ability to use technologies effectively, the teachers’ involvement in keeping up with the most recent advances in technology and the teacher has essential technology tools for the lesson.
Based on the data result, the researcher found that Pre-service EFL teachers’ Pedagogical Knowledge (PK) was in good criteria. It can be seen from data which the total percentage of Pedagogical Knowledge (PK) was 71% and most of students said that they can help their students to reflect on their learning strategies and integrate between students most like with the material.
This result was line with Aryati.62 She discovered that teachers have a good level of PK. First, the teachers know essential pedagogical approaches for the lesson preparation and presentation, the teachers were implementing synchronous e-learning, where learning is student-centered and there are no time constraints during the implementation of learning. For example, teachers use Zoom meeting applications during the learning process. The teachers share a video or slide material presentation during the teaching-learning process. Second, the teachers demonstrate an understanding of different styles of student learning, they using Zoom
62 Septian Nur Aryati, “Teachers’ Technological Pedagogical Content Knowledge (TPACK) in Teaching EFL Learners during Covid-19 Pandemic: A Comparative Study between Rural & Urban Teachers”, (Skripsi, English Education Study Program, Department of Tadris, Faculty of Tarbiyah and Tadris, State Institute of Islamic Studies (IAIN) Bengkulu, 2021).
meeting applications to check students’ understanding by asking directly or sending questions on Chat feature.
3. Content Knowledge (CK)
According to Shulman, content knowledge known as a subject proficiency.63 Content knowledge (CK) is the skill of the particular subject to be learned or taught. The content of every subject matter is different.
Therefore, it is important to know the knowledge of the content of the subject matter. As Shulman stated, the knowledge includes the concept of knowledge, theories, ideas, organizational framework, and also the approaches and the practices in developing such knowledge.64 Content knowledge includes understanding of learning concepts, methods and theories and the application of the subject matter, the knowledge to develop learning materials, provides pertinent and relevant information about the subject, and strengthens the subject lesson by assigning homework to learners. In addition, content knowledge (CK) is teachers’ in-depth subject matter understanding that includes theories, concepts, structures, etc.
Example: competence about English or Mathematic subjects.
Based on the data result, the researcher found that Pre-service EFL teachers’ Content Knowledge (CK) was in good criteria. It can be seen from data which the total percentage of Content Knowledge (CK) was 74% and most of students said that they can develop an understanding and bring
63 Lee S. Shulman, “Those…, p. 125-133.
64 Ibid, p. 4-14.
comprehension of material which include content of science. Thus, it is very necessary for teachers in teaching, especially in terms of content knowledge.
This result was line with Cahyono et al.65 They found that teachers performed consistent Content Knowledge from the preliminary Instructional design to Teaching Practice. Teachers’ awareness of content goal was also reported to be consistent both before and after the professional development experience. From the examination of teachers’ lesson plans, teachers in Harris and Hofer’s study are reported as having ability in providing teaching and learning activity which fills the demand of curriculum. It reflects that EFL teachers’ content knowledge is already sufficient. The concerns then are to ensure the content is carried out using appropriate pedagogy and technology.
4. Technological Pedagogical Knowledge (TPK)
According to Shulman, TPK is an understanding of how teaching and learning, as specific technologies are used in specific ways, can change.66 This means recognizing the pedagogical affordances and limitations of a variety of technical instruments as they relate to pedagogical designs and methods that are disciplinarily and developmentally acceptable.
A deeper understanding of the constraints and affordances of technologies and the disciplinary contexts in which they work is needed in order to improve TPK. According to Harris and Hofer, TPK include the courage to
65 Bambang Y. Cahyono, Oktafina D. Kurnianti & Ira Mutiaraningrum, “Indonesian EFL Teachers’ Application of TPACK in In-Service Education Teaching Practices”, Journal of Education, Vol. 1, No. 2, 2012.
66 Lee S. Shulman, “Those…, p. 125-133.
use technologies to facilitate learning experiences, the tendency to use technologies to promote students' individuality and collaboration, the potential to use technologies to enhance students' cognitive abilities (critical and creative thinking) and the teacher's use of technologies to introduce ideas (from basic to complex) in interactive teaching approaches to educating students.67
Based on the data result, the researcher found that Pre-service EFL teachers’ Technological Pedagogical Knowledge (TPK) was in good criteria. It can be seen from data which the total percentage of Technological Pedagogical Knowledge (TPK) was 73% and the informant said that they able to facilitate their students to use technology for finding more information about material by integrating technology so they can find another resource related to the material.
This result was line with Tantiyo et al.68 They found that the descriptive statistical data revealed that the pedagogical content knowledge of the history teachers of Jember Regency as much as 83,9% were at good level. Furthermore, as much as 16.1% were at fair level. Whereas, 0% was at not good, less good levels and very good level. Overall, from the results of descriptive statistical analysis, it obtained the mean value of 3,4686. It was indicated that the technological pedagogical knowledge of the history
67 Judith B. Harris & Mark J. Hofer, “Technological Pedagogical Content Knowledge (TPACK) in Action: A Descriptive Study of Secondary Teachers’ Curriculum-Based, Technology- Related Instructional Planning”, Journal of Research on Technology in Education, Vol. 43, No. 3, 2011, p. 211–229.
68 Riski W. Tantiyo, Nurul Umamah & Mohamad Na'im, “Technological Pedagogical Knowledge (TPK) of History Teachers in Jember Regency”, Jurnall Historica, Vol. 3, No. 2, 2019, p. 241–253.
teachers of Jember Regency were at good level. Teachers are expected to master all four basic competencies of the professional teacher, especially on the competencies of pedagogical and professional. Teachers are also required to be able to integrate pedagogical skills with mastery of information and communication technology, so that learning to students becomes more effective.
5. Pedagogical Content Knowledge (PCK)
According to Shulman, PCK is knowledge of various types of subject matter teaching techniques.69 PCK is associated with and equivalent to the concept of Shulman of pedagogical knowledge that is relevant to the teaching of particular material. The notion of the transformation of the subject matter for teaching is fundamental to Shulman's conceptualisation of PCK. Specifically, this transition occurs when the instructor interprets the subject matter, according to Shulman, seeking several ways to portray the learning materials are modified and customized to alternative conceptions and prior experience of students. PCK encompasses the main teaching, learning, instruction, evaluation and monitoring industries, such as the circumstances that facilitate learning and the ties between curriculum, evaluation and pedagogy.70
Based on the data result, the researcher found that Pre-service EFL teachers’ Pedagogical Content Knowledge (PCK) was in good criteria. It can be seen from data which the total percentage of Pedagogical Content
69 Lee S. Shulman, “Those…, p. 125-133.
70 Judith B. Harris & Mark J. Hofer, “Technological…, p. 211–229.
Knowledge (PCK) was 72% and most of informant in interview said that they create learning strategy and better understanding to my students without using technology.
This result was line with Novianti and Febrialismanto.71 They found that early childhood teachers’ PCK is at very high level. The highest score is knowledge if student understanding, one of the strengths that early childhood teachers should have to embrace children and fill their learning needs. The lowest score is the knowledge of curriculum. It is not easy to comprehend and designed curriculum for early childhood due to the complexity of indicators, children characteristic accord with age and variety of learning strategies. But teachers should keep on learning and practicing to enhances their knowledge of curriculum.
6. Technological Content Knowledge (TCK)
According to Schmidt et. al, Technological Content Knowledge (TCK) relates to subject material knowledge presented by the use of technology. This knowledge relates to teachers' understanding of how to use technologies to influence their insight into a particular concept.72 Moreover, Technological Content Knowledge (TCK) includes using technology to reflect the information, using technologies to create instructional materials and assisting students to use technology by the teacher.
71 Ria Novianti & Febrialismanto, “The Analysis of Early Childhood Teachers’
Pedagogical Content Knowledge”, Journal of Educational Sciences, Vol. 4, No. 2, April 2020, p.
404-413.
72 Denise A. Schmidt et al, “Technological Pedagogical Content Knowledge (TPACK):
The Development and Validation of an Assessment Instrument for Preservice Teachers”, Journal of Research on Technology in Education, Vol. 42, No. 2, 2009, p. 123-149
Based on the data result, the researcher found that Pre-service EFL teachers’ Technological Content Knowledge (TCK) was in good criteria. It can be seen from data which the total percentage of Technological Content Knowledge (TCK) was 70% and most of informant in interview said that they suggest their students to use educational application or programs, share E-books and E-tests, and create learning process with technology such as using PowerPoint and another learning platform in the internet.
This result was line with Fuada et al.73 They found that the subject’s TCK at Elementary School Teacher Education was good enough.
But the ability to manage content was not good enough. Also, Listiawan et al found that Constructive TCK can support the task completion or problem solving of mathematics teachers. The forming elements of this knowledge (CK and TK) can be well integrated to generate constructive knowledge for problem solving. Obstructive consciousness is TCK that is unable to support the process of task completion or problem solving without the individual realizing it. This TCK can obscure and create confusion in the understanding of subjects about the completed task. 74
7. Technological Pedagogical and Content Knowledge (TPCK)
TPACK is an evolving form of information that goes beyond all three components of the "core" (content, pedagogy, and technology).
73 Zakiatul Fuada, Yerry Soepriyanto & Susilaningsih, “Analisis Kemampuan Technological Content Knowledge (TCK) Pada Mahasiswa Program Studi Pendidikan Guru Sekolah Dasar”, JKTP Jurnal Kajian Teknologi Pendidikan, Vol. 3, No. 3, August, 2020, p. 251- 261.
74 Tomi Listiawan, Purwanto, Abdur Rahman As’ari & Makbul Muksar, “Mathematics Teachers Technological Content Knowledge (TCK) in using Dynamic Geometry Software”, Journal of Physics, Vol. 1114, 2018.
Awareness of technical pedagogical material is an understanding that arises from interactions between content, pedagogy, and knowledge of technology.
Underlying genuinely meaningful and highly professional technology teaching TPACK is distinct from individual understanding of all three principles. Instead, TPACK is the cornerstone of effective technology teaching, which involves an understanding of the representation of concepts using technologies; pedagogical strategies that use technologies in positive ways to teach content. Knowledge of what makes concepts challenging or easy to understand and how technology can help remedy some of the challenges encountered by students; knowledge of previous knowledge and theories of epistemology by students; and knowledge of how innovations can be used to draw on existing knowledge to create new or improve old epistemologies.75
Based on the data result, the researcher found that Pre-service EFL teachers’ Technological Pedagogical and Content Knowledge (TPCK) was in good criteria. It can be seen from data which the total percentage of Technological Pedagogical and Content Knowledge (TPCK) was 72% and the informant said that they will use WhatsApp group, video speaking on YouTube, and Google classroom as online learning tools for delivering materials and assessing student weekly assignment.
75Koehler, M. J., & Mishra, P. (2009).“What is technological pedagogical content knowledge”? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.
This result was line with Ibrahim Yasar Kazu & Pınar Erten.76 They found that, teachers’ self-efficacies at TPACK and its sub dimensions as TC, CK, PK, PCK, TCK, and TPK were examined. It was detected that the level of self-efficacy of the teachers was high and also that they see themselves as efficient. We can say that teachers have high levels of content, pedagogical and technological knowledge perceptions and also, they have high level of perceptions for that they realize the interaction of these knowledge in the best way. It was also concluded that teachers know what kind of knowledge they should have together with the use of technology in education and they can develop this knowledge.
76 Ibrahim Yasar Kazu & Pınar Erten, “Teachers’ Technological Pedagogical Content Knowledge Self Efficacies”, Journal of Education and Training Studies, Vol. 2, No. 2, April 2014.
CHAPTER IV
CONCLUSION AND SUGGESTIONS
This chapter presents the conclusion and suggestion of this study. The conclusion is derived from the findings of the research explained in chapter two.
Suggestions are addressed to the English students, English teachers, and further researchers.
A.Conclusion
The results of this research indicated that the pre-service EFL teachers’ TPAC Knowledge at TBI UIN Mataram was in good level. It proved from the result of all the seven dimension of TPAC Knowledge was in good criteria, those are the percentage of the pre-service EFL teachers’
Technological Knowledge (TK) was 72%, Pedagogical Knowledge (PK) was 71%, Content Knowledge (CK) was 74%, Pedagogical Knowledge (TPK) was 73%, Technological Pedagogical Knowledge (TPK) was 73%, Pedagogical Content Knowledge (PCK) was 72%, Technological Content Knowledge (TCK) was 70% and Technological Pedagogical and Content Knowledge (TPCK) was 72%. It can be concluded that pre-service EFL teachers’have good knowledge about TPAC Knowledge, they did not find any difficulties or issues in implementing the TPAC Knowledge in the class.
B.Suggestions
Based on the research findings in this study, the researcher presents several suggestions for the English learners, English lecturers, and future researchers.
1. Pre-service Teacher
Pre-service Teacher should continue to learn more about TPACK in order to improve the quality of the educational process. This is obviously, in compliance with the requirements of the government's regulations of teacher competency. Teachers must not only improve students' cognitive capacity, but they also must also inculcate decent technological understanding, which is known as Technological Pedagogical Content Knowledge (TPACK).
2. English Lecturer
English lecturers should be aware of TPACK in order to provide by developing various trainings and practices in the class. Thus, it is essential to make better understanding about Technological Pedagogical Content Knowledge (TPACK) in the class especially for Pre-service Teacher.
3. Future Researchers
The researcher suggests that for future researchers, who would like to investigate into teachers' technology pedagogical content knowledge should look into technological knowledge in particular, which is not included in this study.
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