Research on the TPAC knowledge of pre-service EFL teachers at TBI UIN Mataram Academic Year has met the requirement and has been approved for research. This dissertation entitled “Exploring Pre-Service EFL Teachers' TPAC Knowledge at TBI UIN Mataram Academic Year is presented to the English Education Study Program of UIN Mataram. The result of this study indicated that the TPAC knowledge of the pre-service EFL teachers at TBI UIN Mataram was at a good level.
INTRODUCTION
Background of Research
Technological Pedagogical Content Knowledge (TPACK) is a theoretical idea that defines a systematic view of the knowledge needs of teachers to achieve the effective application of technology in teaching.7. 7Joyce Hwe Ling Koh, Ching Sing Chai, Chin-Chung Tsai, "Examining Practicing Teachers' Perceptions of Technological Pedagogical Content Knowledge (TPACK) Pathways: A Structural Equation Modeling Approach". Therefore, the purpose of this study is to explore the pedagogical and content technology knowledge of pre-service English teachers in the EFL classroom.
The Statement of Problem
According to the table above, it can be seen that EFL teachers achieved a content knowledge (CK) score before employment. Finally, the researcher concluded that pre-service EFL teachers' content knowledge (CK) was in good measure. According to the table above, it can be seen that pre-employment EFL teachers assessed pedagogical content knowledge (PCK).
Furthermore, it can be concluded that the Pre-service EFL teachers' score on Pedagogical Content Knowledge (PCK) was 72% and it was in good criteria. According to table above, it shows that the Pre-service EFL teachers' score on Technological Content Knowledge (TCK). Finally, the researcher found that Pre-service EFL teachers' Technological Content Knowledge (TCK) was in good criteria.
According to the above table, it shows that the pre-school teachers' scores on Technological Pedagogical and Content Knowledge (TPCK). Furthermore, it can be concluded that the Pre-service EFL teachers' score on Technological Pedagogical and Content Knowledge (TPCK) was 72%, and it was in good criteria. Based on the data result, the researcher found that Pre-service EFL teachers' content knowledge (CK) was in good criteria.
Based on the data result, the researcher found that the Pedagogical Content Knowledge (PCK) of pre-service EFL teachers met good criteria. Based on the data result, the researcher found that the Technological Content Knowledge (TCK) of pre-service EFL teachers met good criteria. Based on the data result, the researcher found that the technological, pedagogical and content knowledge (TPCK) of pre-service EFL teachers met good criteria.
Objectives and Significances of Research
Scope and of Research
Review of Previous Research
The purpose of this study is to investigate the relationship between technology pedagogical content competence (TPACK) and self-efficacy of chemistry teachers in Serang, Banten, Indonesia. Based on this study of the seven components of technology pedagogical content knowledge (TPACK), the components of pedagogical knowledge (PK), content knowledge (CK), and pedagogical content knowledge (PCK) are the best, teaching experience factor has a positive effect on technological ability Content knowledge (TPACK ). Yunita, “Exploring the Competence of Technological Pedagogical Content Knowledge and Self-Efficacy of Chemistry Teachers” Journal of Physics: Conference Series, Vol.
Theoretical Bases
- TPACK (Technological Pedagogical and Content Knowledge)
- The Use of TPACK in Teaching
- Pre-Service Teacher
Requires knowledge of methods or techniques used in the classroom; the essence of the target audience; and strategies for determining student understanding. According to Shulman, content knowledge known as subject matter skills.14 Content knowledge (CK) is the skill of the particular subject to be taught or learned. Therefore, it is important to know the subject content knowledge.
TPACK is an evolving form of information that goes beyond all three components of the 'core' (content, pedagogy and technology). By having knowledge of the subjects, knowledge of pedagogy and knowledge of using technological tools, the effective teaching and learning process can be applied. Therefore, integrating technical pedagogical content knowledge (TPACK) into education can be one of the best solutions.
This study explored technical pedagogy knowledge and teachers' content based on students' perceptions. The result showed that teachers illustrated their knowledge of the content rather than their TPACK implementation.18. The third is studied by Dina Al-Jamal entitled "UNWRA EFL In-Service Teachers' Perception of the Application of TPACK in Teaching Listening and Speaking".
20 Dina Al-Jamal, “UNRWA EFL in-service teachers' perception of the application of TPACK in teaching listening and speaking”.
Research Method
- Approach and Type of Research
- The Presence of Researcher
- Research Setting
- Source of Data
- Procedure of Data Collection
- Technique of Data Analysis
- Trustworthiness
After collecting the data from the questionnaire, the results of data were quantitatively calculated using the percentage formula. Then, after obtaining the percentage of data from the questionnaires, the data were analyzed and qualitatively interpreted to explain or expand the data from the questionnaire. To analyze the data on pre-service teachers' knowledge of technical pedagogical and content knowledge (TPACK), researcher will use.
According to Miles and Huberman, the process involves selecting, focusing, and converting condensation data. In the case of condensed data, the author must choose which aspect of the data appeared in the interview transcript. 32. After completing the first and second steps to analyze the data, the last step to analyze the data in this research was to draw and verify the conclusions.
After the data display step, the researcher drew conclusions from the data obtained so that the data could answer the above research question. The researcher found additional data from interviews to strengthen the data results from the questionnaire. The validity of the data is necessary to prove whether the research is scientific research and to test the data obtained.
By using questionnaires, the researcher obtained data on pre-service teachers' knowledge of technical-pedagogical and content knowledge (TPACK).
Organization of Discussion
Triangulation is a technique of checking the validity of data by using or using something else.34 Furthermore, the quality criteria or reliability in qualitative research include credibility, transferability, dependability, and confirmability. Meanwhile, confirmability means the neutrality of the findings.35 Moreover, there are some forms of triangulation, including source triangulation, time triangulation, theory triangulation, and instrument triangulation.36. Through the interview guide, the researcher obtained in-depth information about pre-service English teachers' perception of technical-pedagogical and content knowledge.
In this chapter, the researcher will explain the background of the research, the statement of the problem, the objective and importance of the research, the scope of the research, the review of the previous research, the theoretical basis, the research method, and the last is the organization of the discussion. In this chapter, the researcher will describe the data display and research findings. In this chapter, the researcher will discuss the process of analyzing research findings based on theoretical foundations.
DATA DISPLAY AND FINDINGS
TPACK Level of Pre-Service English Teacher at TBI UIN
DISCUSSION
There was Technological Knowledge (TK), Pedagogical Knowledge (PK), Content Knowledge (CK), Pedagogical Content Knowledge (PCK), Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK) and (TPACK) Technological Pedagogical and Content Knowledge. Based on the data result, the researcher found that Pre-service EFL teachers' Technological Knowledge (TK) was in good criteria. Based on the data result, the researcher found that Pre-service EFL teachers' Pedagogical Knowledge (PK) was in good criteria.
Based on the result of the data, the researcher found that the pedagogical technology knowledge of the pre-service English language teachers (TPK) was in good criteria. 76 Ibrahim Yasar Kazu & Pınar Erten, "Teachers' Technological Pedagogical Content Knowledge Self-Efficacy", Journal of Education and Training Studies, Vol. Therefore, it is essential that a better understanding of Technological Pedagogical Content Knowledge (TPACK) be made in the classroom especially for pre-service teachers.
Technological pedagogical content knowledge in teaching English in senior secondary schools in Buleleng sub-district. Muliadi Bakri, "Analysis on computer-assisted language learning (calling) in the development of students' pedagogical content technological knowledge" (Thesis, Islamic State University of Sunan Ampel Surabaya, 2018). This questionnaire aims to collect information about pre-service teachers' technological pedagogical and content knowledge (TPACK) b. Completing the questionnaire will not affect the students' academic results.
The purpose of this interview is to gather further information on pre-service teachers' technological pedagogical and content knowledge (TPACK).
CONCLUSION AND SUGGESTIONS
Conclusions
The results of this research indicated that the pre-service EFL teachers' TPAC knowledge at TBI UIN Mataram was at a good level. It proved from the result of all the seven dimensions of TPAC Knowledge was in good criteria, that is the percentage of the pre-service EFL teachers'. Technological Knowledge (TK) was 72%, Pedagogical Knowledge (PC) 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 English teachers have good knowledge of TPAC knowledge, they did not find any difficulties or problems in applying TPAC knowledge in the classroom.
Suggestions
Student teachers need to learn more about TPACK to improve the quality of the teaching process. Teachers not only need to improve the cognitive abilities of students, but they also need to inculcate decent technological understanding, which is known as Technological Pedagogical Content Knowledge (TPACK). The researcher suggests that future researchers who want to conduct research on teachers' technological pedagogical content knowledge should mainly focus on technological knowledge, which is not included in this study.
Information communication technologies in teaching English as a foreign language: Analysis of TPACK of EFL teachers in Czech primary schools. Dina Al-Jamal, "UNRWA EFL in-service teachers' perception of TPACK application in teaching listening and speaking". Joyce Hwe Ling Koh, Ching Sing Chai, Chin-Chung Tsai, "Examining Practicing Teachers' Perceptions of Technological Pedagogical Content Knowledge (TPACK) Pathways: A Structural Equation Modeling Approach."
Laikatun, N.A., Nur Arifah, D., “Exploring EFL teachers' perceptions of their TPACK development: how EFL teachers see the seven domains within TPACK”. Kohler & Punya Mishra, “What is Technology Pedagogical Content Knowledge (TPACK)?”, Contemporary Issues in Technology and Teacher Education, vol. I can make it easier for my students to use technology to find more information about themselves.
I am able to facilitate my students to use technology to plan and monitor their own. I am able to facilitate my students to use technology to find more information on their own. I am able to facilitate my students to use technology to plan and monitor their own learning.
