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All Journal Jurnal IKA Jurnal Pendidikan Bahasa Inggris Undiksha
I Putu Indra Kusuma
Universitas Pendidikan Ganesha, Singaraja, Indonesia
Education Languange, Linguistic, Communication & Media

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An Analysis of TPACK (Technological Pedagogical Content Knowledge) Implementation by Novice English Teacher in EFL Context: Technological Consideration and Technological Innovation Ni Komang Indah Pratiwi; I G A Lokita Purnamika Utami; I Putu Indra Kusuma
Jurnal IKA Vol. 24 No. 1 (2026)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ika.v24i1.114175

Abstract

The rapid advancement of technology in the global era requires educators to master the Technological Pedagogical Content Knowledge (TPACK) framework as a foundation in integrating technology into the English teaching process in a targeted manner. This study aims to examine the influence of TPACK mastery on technological consideration and technological innovation for beginner English teachers in the context of English as a Foreign Language (EFL). A qualitative approach with a basic qualitative design was applied through semi-structured interviews and hands-on classroom observation, involving five English teachers with less than five years of teaching experience in a number of junior high schools in Buleleng Regency. Inductive thematic analysis yielded two main findings. First, understanding TPACK encourages teachers to choose digital devices reflexively and experiment with innovative learning strategies such as gamification, interactive multimedia, and collaborative platforms. Second, novice teachers face a number of significant obstacles, namely the lack of professional training, limited digital infrastructure, difficulties in aligning technology with specific language skills, low student readiness, and high administrative burden. These findings underscore the urgency of professional development programs that integrate the dimensions of technology, pedagogy, and content holistically to support the effectiveness of technology-based English teaching.
The The Impacts of Preservice English Teachers’ Self-efficacy of Using AI Towards Their Intentions of Teaching Writing Skills Using AI Putu Maha Surya Suardewa; I Putu Indra Kusuma; Kadek Sintya Dewi
Jurnal Pendidikan Bahasa Inggris Undiksha Vol. 12 No. 1 (2024): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v12i1.80827

Abstract

The use of artificial intelligence (AI) in the classroom is growing, particularly when it comes to writing instruction. However, because of their low self-efficacy, a lot of pre-service English teachers are reluctant to apply AI. This study aims to analyze how pre-service English teachers' intentions to teach writing with AI are influenced by their level of self-efficacy in the field. In this quantitative study, 303 aspiring English instructors at an public institution were surveyed. Researchers created two questionnaires to gauge behavioral intentions and self-efficacy. Simple Linear Regression was used to evaluate the results. Based on the research findings, self-efficacy significantly influences the intention to employ AI to teach writing skills. Teachers are more likely to use AI if they feel confident in using it. This study concludes that increasing self-efficacy in AI among pre-service teachers has a positive impact on their intention to integrate AI into teaching practice. These findings underscore the need for teacher training programs and educational institutions to focus on building confidence in using AI, which can improve teaching practices.
Does ChatGPT Have a Significant Effect to Improve EFL Preservice Teachers’ Teaching Plans? A Mixed-Method Study Luh Gd Rahayu Budiarta; I Putu Indra Kusuma
Jurnal Pendidikan Bahasa Inggris Undiksha Vol. 12 No. 3 (2024): December
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v12i3.85769

Abstract

The advent of ChatGPT has surprised many English educators, as theoretically, it has many potentials to support English language teaching. However, the empirical results of how ChatGPT influence English as a foreign language (henceforth, EFL) preservice teachers’ teaching plans remain unclear. This study therefore purposed to investigate the effect of ChatGPT towards EFL preservice teachers’ teaching plans. This study employed a mixed-method approach and recruited 17 EFL preservice teachers to join the research. The data was collected using a scoring rubric and an interview protocol. Using Mann-Whitney U Test and inductive thematic analysis, this study found that the lesson plans created by EFL preservice teachers in the experimental group failed to outperform those in the control group. Moreover, the pre lesson plans had no significant difference with the post ones. The qualitative data explains the statistical results. Then, two implications were drawn to effectively use ChatGPT to support teaching and learning.
Co-Authors I.G.A. Lokita Purnamika Utami Kadek Sintya Dewi Luh Gd Rahayu Budiarta Ni Komang Indah Pratiwi Putu Maha Surya Suardewa