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All Journal PALASTREN JOLLT Journal of Languages and Language Teaching
Anua Jah, Nurain Jantan
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Education Languange, Linguistic, Communication & Media

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TECHNOLOGY AND THE EMPOWERMENT OF RURAL WOMEN AND GIRLS IN 4TH INDUSTRIAL REVOLUTION Rozak, Norizan Abdul; Anua Jah, Nurain Jantan
PALASTREN Jurnal Studi Gender Vol 12, No 2 (2019): PALASTREN
Publisher : STAIN Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/palastren.v12i2.5805

Abstract

ABSTRACTThe purpose of the paper is to present the initiatives of providing access of internet to rural women and girls while highlighting the status quo of the digital literacy between Malaysian women and men, and the impacts of the initiatives done on digital literacy from 2015 until now. The research relies heavily on information from official documents, research publications, reports from relevant agencies, and secondary data from existing government statistics. From the information and data culled, several initiatives in providing access of internet to rural women and girls are taken by the government but the percentage of digital literacy between Malaysian women and men remains constant. Malaysian women have made significant progress and the search for greater gender equality has been relatively successful. Rural women and girls developments are essential as it will help in shaping the future of our country towards positive directions.
TPACK Competence and Technology Use Among in-Service EFL Teachers Sukarni, Semi; Chasanah, Zulia; Maskuri, Edi Sunjayanto; Laksono, Puji; Anua Jah, Nurain Jantan
Journal of Languages and Language Teaching Vol 13, No 2 (2025)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i2.13833

Abstract

In the context of teacher professionalism, the ability to effectively integrate technology into teaching practices is now part of the basic competencies that must be possessed. One of the conceptual frameworks that are widely used to measure and assess this competency is Technological Pedagogical and Content Knowledge (TPACK). Therefore, this study aims to (1) describe how in-service English teachers integrate technology into their EFL teaching, and (2) explain the perceptions of these teachers regarding their TPACK competency. The research is a mixed-method study that combines quantitative and qualitative data collection using observation and questionnaires. Thirty teachers consisting 11 male and 19 female involved in this study.  The quantitative data were analyzed using descriptive analyses, while the qualitative data were analyzed using thematic analysis by presenting themes and codes.  The finding of the study shows that in-service English teachers have "good" competence of TPACK as shown in the mean of the questionnaire result is 3.94 which belongs to the good category. Among 7 TPACK categories, TPK is the highest with the mean 4.14, on the other hand, PCK is the lowest with a mean 2.94. There are 16 types of ICT integrated in their lesson. PPT, blog, Pinterest, and YouTube are mostly used their English lesson with 100% on the other hand, Link Tree and Elsa Speak is the lowest used. Overall, these findings underscore the importance of further training that focuses not only on the use of technology, but also on how it can be effectively linked to content and pedagogical approaches in the context of English language learning.
Co-Authors Chasanah, Zulia Laksono, Puji Maskuri, Edi Sunjayanto Rozak, Norizan Abdul semi sukarni