| dc.description.abstract | In 2006, Mishra and koehler introduced the conceptual framework namely Technological Pedagogical and Content Knowledge (TPACK) framework. In light of TPACK framework, the teacher’s knowledge of pedagogy (PK) and content (CK) are better rather than technological knowledge (TK) (Archambault and Crippen, 2009). They measured 596 K-12 online teachers and found that they were superb in applying only two domains of TPACK namely PK and CK in the classroom. Meanwhile, during the teaching and learning process the teacher should balance the knowledge of technology, pedagogy and content. In this research, the researcher investigated the teacher’s implementation of using TPACK. The objectives of this research were to describe how the process of teaching and learning process by using TPACK as well as the extent EFL teacher candidate implements TPACK in teaching and learning process.
The researcher used qualitative case study design that attempted to investigate the implementation of TPACK by the English teacher candidate (henceforth, ETC) in the classroom. To get the data of this research, the researcher used classroom observation, document analysis and interview. In addition, this research followed some steps to get the data. First, the researcher analysed by using the document analysis (lesson plan) was given by the ETC. Second, the researcher observed the teacher’s performances in the classroom. The observations were done four times by providing the checklist and also taking-note the teaching and learning process in the classroom. Third, the researcher conducted an interview with the ETC after gathering the data from the first and the second step. In this research, the researcher applied thematic analysis by Braun and Clarke (2006) in analysing the data. They are familiarization with the data, coding, searching for themes, reviewing themes, defining and naming themes and producing report.
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The result of this research was divided into three categories. First, the ETC’s implementation of Technological Content Knowledge (TCK). The findings showed that the ETC did not meet technological content knowledge (TCK) in the teaching practice at the time when the ETC started doing the teaching and learning process in the classroom. The result continued until the last meeting. Furthermore, the ETC provided two lesson plans for four meetings. For the first lesson plan, the result showed that the ETC wrote computer, laptop, and LCD as a tool to teach the students and CD as a media to teach the students. For the second lesson plan, the result showed that the ETC wrote whiteboard as a tool to teach the students. Second, the ETC’s implementation of Pedagogical Content Knowledge (PCK). The findings showed that the ETC missed one statement out of five statement in the first and the third meeting. Meanwhile, the ETC missed two statements out of five statement in the second and the fourth meetings. Furthermore, the findings from the document analysis (lesson plan) showed that the ETC did not include any kind of games in the teaching activity. In addition, the ETC wrote that there were a group discussion during the learning activity. Third, the ETC’s implementation of Content Knowledge (CK). The findings showed that the ETC only meet four statements from five statement. Furthermore, the findings from document analysis (lesson plan) showed that the ETC did not include any kind of information about the language that would be used throughout the teaching activity. Whether used Indonesian language, English Language or mixed between Indonesian and English Language.
To conclude, there were no positive responses from the ETC in integrating Technological Pedagogical and Content Knowledge (TPACK) during the teaching and learning process especially in Technological Content Knowledge (TCK). The ETC did not use computer based-learning throughout the teaching activity. Meanwhile, the ETC used the suitable strategy to facilitate the students’ learning to specific content/skill. It can be seen from the frequency of use TPACK by the ETC and learning atmosphere in the classroom and the students’ response to the ETC.
The result of this research is expected to be able to give meaningful contribution especially for the English teacher candidate and the other researcher.
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The English teacher should be more creative in delivering the material to the students even though she did not use any kind of computer-based learning to make the teaching and learning process more interesting and the students will be more exited to learn. Moreover, for other researchers who wants to conduct the same research, they have to choose the veritable place which can support the needs of the research. The future researcher should make sure that the target school have the technology like computer, LCD and projector. The target school also provide a good internet connection to support the use of technology itself. | en_US |
