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All Journal JEELS (Journal of English Education and Linguistics Studies) International Journal of Language, Education, and Literature (IJLEL)
Rufina Wilda Toding
Universitas Negeri Makassar
Education Languange, Linguistic, Communication & Media

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Exploration of TPACK in Upper Level School in Indonesia EFL Teacher’s View Rufina Wilda Toding; Abd Halim; Amirullah Abduh
International Journal of Language, Education, and Literature Vol. 2 No. 3 (2025): July
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/wckady58

Abstract

The advancement of learning in the 21st century is closely tied to various information technology tools. Consequently, educators must enhance their ICT skills to improve both teaching effectiveness and student academic performance. This study has two main objectives: (1) to examine how TPACK is implemented in the teaching and learning process, and (2) to identify the challenges English teachers face when applying the TPACK framework in their instruction. A qualitative research approach was used, incorporating observations and interviews as data collection methods. The study focused on an English teacher and students from Class XI MIPA 2 at Senior High School 13 Makassar. The TPACK knowledge of the English teacher is reflected in how effectively technology aligns with pedagogical strategies and subject knowledge. By integrating technology, the teacher can apply diverse instructional strategies across different learning environments, following the Merdeka Curriculum. This approach allows students to learn at their own pace and according to their individual preferences. To facilitate teaching and assessment, the English teacher used Quizizz and Google Classroom for managing assignments and providing timely feedback. However, inconsistent network connectivity significantly impacted student engagement and learning equity. Since TPACK-based instruction relies heavily on online resources, limited internet access became a major obstacle. Additionally, web-based platforms and multimedia materials require a stable internet connection for effective classroom integration. Interruptions in connectivity disrupted activities such as live quizzes, direct assessments, and online group projects, which are essential for helping students master complex English concepts. To address these challenges, institutions must invest in technological infrastructure and provide teachers with the necessary support and training to effectively adapt to various situations and ensure the successful implementation of TPACK in English education. Keywords: TPACK, High School, English language
Utilizing TPACK Framework in English Language Instruction for High School Students Rufina Wilda Toding; Abd Halim; Amirullah Abduh; Murni Mahmud; Nur Mutmainna Halim; Rahmah Julianti
JEELS (Journal of English Education and Linguistics Studies) Vol. 11 No. 2 (2024): JEELS November 2024
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v11i2.3638

Abstract

This century's learning advancement relies on different information technology mediums. Thus, educators must improve their ICT skills to improve learning and academic performance. There are two main goals of this study: 1) to find out how TPACK is used to teach and learn English in high school; and 2) to find out what problems English teachers run into when they try to use TPACK. The type of study being done is qualitative. Interviews, documentation, and observation were some of the methods used to gather information for this study. This study looks at 34 kids from XII IPA and one English teacher. English teachers' TPACK knowledge comes from how well technology fits with their teaching methods and English subject knowledge. Technology lets the teacher apply several instructional strategies for several learning environments. According to the Merdeka Curriculum, technology allows SMA 13 Makassar students to learn at their own pace and according to their choices. The English teacher utilized Quizizz or Google Classroom to handle assignments and provide timely feedback. Network service variability affects student engagement and learning equity. SMA 13 Makassar students may need help with coursework, internet forums, and extracurricular resources. While TPACK-based teaching depends on online resources, unreliable network connectivity limits availability. English teachers needing digital libraries, web-based platforms, or multimedia materials need consistent internet access. Unreliable access to these tools can interfere with courses requiring live quizzes, direct assessments, or online group projects to help students grasp complex English literature.
Co-Authors Abduh, Amirullah Abdul Halim Amirullah Abduh Murni Mahmud Nur Mutmainna Halim Rahmah Julianti