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All Journal English Review: Journal of English Education Indonesian Journal of Learning and Instruction NaCoLET
Vina Agustiana
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Arts Humanities Education Languange, Linguistic, Communication & Media

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EXPLORING THE INTEGRATION OF TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK) IN ONLINE TEACHING AMONG EFL LECTURERS Endang Darsih; Vina Agustiana; Wulan Rahmatunisa
English Review: Journal of English Education Vol 11 No 2 (2023)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v11i2.7570

Abstract

This study is conducted based on the consideration of the importance of technology literacy for lecturers in online teaching. The purpose of this study was to find out the TPACK (Technological Pedagogical Content Knowledge) overview of English lecturers in online teaching. In particular, this study analyzed the level of TPACK along with the TPACK forming components of 3 English lecturers. This research applied a mixed method by implementing a concurrent embedded design. This study was conducted at Kuningan University by involving 3 lecturers who teach General English subject in Faculty of Teacher Training and Education, Kuningan University. Since TPACK is knowledge that integrates three basic knowledge; content knowledge (CK), pedagogical knowledge (PK) and technological knowledge (TK), so in collecting data, there are 3 instruments that were used, namely self-report questionnaires, performance assessments and observations. With regard to the TPACK level of English language education lecturers, the results of the analysis show that all of the English lecturers are described as adequate and high in most of the domains concerned in this study such as CK, PCK, TCK, TPK, and TPACK. However, they describe themselves as high in two domains; Technological Knowledge (TK), and Pedagogical Knowledge (PK). This is in line with the results of lesson plans analysis and observation of lecturers’ real teaching which refers to a high level of technology integration.
Reading Anxiety Experienced by Senior High School Students (A Case Study in the Senior High School 1 Ciawigebang) Fauziah Ayuningsih; Vina Agustiana; Wulan Rahmatunisa
National Conference on Language, Education, and Technology Proceeding Vol. 1 No. 1 (2021): December 2021
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat Universitas Muhammadiyah Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32534/nacolet.v1i1.2686

Abstract

This paper aims to find out the level of reading anxieties experienced by senior high school students andto identify the major factors that influence anxieties experienced by the students. Mix method research design was applied in this research. There are 36 students employed in this research. The data were collected through questionnaire and interview. The data were analyzed within two phases, the first is quantitatively in order to find out the level of reading anxiety experienced by senior high school student and the second is qualitatively in order to identify the major factor triggering the reading anxiety. The results of the research reveals that level reading anxiety is in high level with score 68.08. The result also shows that students experienced high level of anxiety in all category, namely worry about effect (71.85), fear of making error (60.69), unfamiliar culture (70.42), unfamiliar topic (62.5), unknown vocabulary (70.28) which all category is in the high level. Thus, the major factor triggering reading anxiety experienced by senior high school students is worry about effect.
IMPLEMENTATION OF LESSON STUDY IN MICROTEACHING: BENEFITS AND CHALLENGES IN ENGLISH EDUCATION STUDY PROGRAM Endang Darsih; Vina Agustiana; Wulan Rahmatunisa
Indonesian Journal of Learning and Instruction Vol. 6 No. 2 (2023)
Publisher : Universitas Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ijli.v6i2.10942

Abstract

This study investigates the implementation of Lesson Study in microteaching classes within the English Education program, focusing on its impact and perceived challenges among students. Utilizing a mixed methods approach, data was collected through observations and surveys from 10 participants enrolled in the microteaching course. Findings reveal that Lesson Study effectively enhances teaching skills through collaborative planning and reflective sessions, fostering deeper insights into effective teaching strategies. However, challenges such as time constraints, logistical complexities in scheduling, and the integration of technology were identified as significant hurdles. Addressing these challenges is crucial for optimizing the benefits of Lesson Study in enhancing teaching practices and facilitating professional growth among future educators.
FACTORS AFFECTING PRESERVICE ENGLISH TEACHERS' TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK) Endang Darsih; Vina Agustiana; Wulan Rahmatunisa; Agie Hanggara
Indonesian Journal of Learning and Instruction Vol. 7 No. 2 (2024)
Publisher : Universitas Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ijli.v7i2.10943

Abstract

The integration of technology into teaching is critical for preparing educators to meet the demands of 21st-century classrooms, particularly in English as a Foreign Language (EFL) contexts. This study investigates the factors influencing the development of Technological Pedagogical Content Knowledge (TPACK) among preservice English teachers, addressing gaps in existing research that often overlooks this group. Using a mixed-methods approach, quantitative data from 30 participants were collected via a validated TPACK questionnaire, while qualitative insights were gathered through in-depth interviews with a purposive sample of 10 preservice teachers. The findings highlight significant variability in TPACK levels, with technological knowledge emerging as the most challenging domain. Four key factors—access to technological resources, mentorship from experienced teachers, prior experience with technology, and professional development opportunities—were identified as crucial for TPACK development. Limited access to resources and insufficient training were common barriers, whereas mentorship and prior exposure to technology positively influenced confidence and adaptability. The study concludes that tailored interventions, such as resource provision, mentorship programs, and technology-focused training workshops, are essential for enhancing preservice teachers' TPACK proficiency. Educational institutions must prioritize these measures to equip future educators with the skills needed for effective technology integration. Further research is recommended to explore these factors across diverse educational contexts to inform comprehensive strategies for improving teacher education programs.Keywords: TPACK; preservice teachers; EFL, technology integration; mentorship; teacher training; professional development 
Co-Authors Agie Hanggara Endang Darsih Endang Darsih Fauziah Ayuningsih Wulan Rahmatunisa