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All Journal Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya Scripta-English Department Journal VISION Vision: Journal for Language and Foreign Language Learning Wiralodra English Journal (WEJ) English Language and Literature International Conference (ELLiC) Proceedings Jurnal Bahtera - Jurnal Pendidikan Bahasa Sastra dan Budaya Journal of English Education and Teaching (JEET) JOLLT Journal of Languages and Language Teaching Abdibaraya: Jurnal Pengabdian Masyarakat Jurnal Pendidikan Surya Edukasi (JPSE) Indonesian Journal of Education and Learning Jurnal Pendidikan Progresif ETERNAL: English Teaching Journal
semi sukarni
semisukarni@yahoo.com
Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Journal : JOLLT Journal of Languages and Language Teaching

 1 
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.
The Effectiveness of Audiobook in Teaching Question Tags: Experiences Learned from Expanding Countries Masykuri, Edi Sunjayanto; Androsova, Svetlana V.; Sukarni, Semi; Wan, Au Thien; Mamadova, Ilahe
Journal of Languages and Language Teaching Vol. 11 No. 4 (2023): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v11i4.8855

Abstract

The choice of instructional media is pivotal, requiring innovation and practicality. One such medium that has demonstrated considerable promise is the Audiobook, whose effectiveness has already been demonstrated in the context of ELT in Azerbaijan. Building upon this precedent, the present study seeks to adapt this medium for implementation in Indonesia, employing distinct instruments and datasets. The overarching aim of this research endeavor is to assess the viability of Audiobooks as an instructional medium for teaching question tags to ninth-grade students in Indonesia. To rigorously investigate this question, the research design adopts a quantitative approach, utilizing an experimental methodology. The study selects two classes from the ninth-grade population as the sample, encompassing a total of 56 students. Data analysis techniques encompass both descriptive and inferential methods, with the Mann-Whitney U-test applied.. The findings reveal a noteworthy outcome: the achievement of students in the experimental group, exposed to Audiobook-based instruction, surpasses that of the control group. Crucially, this difference is statistically significant, as evidenced by the z-value exceeding the critical z-table value (6.198 > 1.96). Consequently, it is possible to conclude that Audiobooks serve as an effective method for teaching question tags to ninth-grade students in Indonesian junior high schools. These results contribute to the growing body of evidence supporting the integration of innovative media, such as Audiobooks, into ELT practices. Moreover, they underscore the adaptability and potential transferability of such instructional approaches across diverse educational contexts, emphasizing the importance of pedagogical innovation in fostering effective language learning.
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): April
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 Abdul Ngafif Androsova, Svetlana V. Anua Jah, Nurain Jantan Chasanah, Zulia Dewi, Nuna Mustikawati Dwi Riyanti Edi Sunjayanto Masykuri, Edi Sunjayanto Endah Lestari Heru Purwanto Junaedi Setiyono Kirana, Agnya Nindya Kurochman, Alvinisha Arofah Kusuma, Akbar Tanjung Laksono, Puji Mamadova, Ilahe Maskuri, Edi Sunjayanto Ngafif, Abdul Pangestuti, Fitri Endah Ratna Putri Krisnisa Rohali, Uli Siti Tarwiyah Siti Ulfah Sudar Sudar Titi Rokhayati Tri Puji Astuti Wahyuni, Anisa Nasywa Wan, Au Thien Wardhani, Niken Zulia Chasanah