Assessing Vocational High School EFL Teachers’ Technological Pedagogical Content Knowledge in Online Learning
Keywords:
EFL, online learning, readiness, TPACK, vocational high school
Abstract
During the Covid-19 pandemic, classroom activities are mostly conducted online using Information and Communication Technology (ICT). This situation requires teachers to be literate in technology for teaching. Some pedagogical methods and platforms are available to support learning activities and a number of constraints need resolving. This study aimed to investigate the empirical data of teachers’ readiness for English education in vocational high school considering the technology integration in teaching and to uncover the obstacles. Teachers’ readiness was assessed using Mishra and Koehler’s (2006) Technological Pedagogical Content Knowledge (TPACK) framework. Descriptive quantitative research was conducted to the members of the forum of vocational high school English teachers located in Surakarta. It was predicted that a number of English teachers participating in this research were not ready for technology integration in the future in spite of their strong desire to learn the technology. Based on the participants’ responses, it was also crucial to have supports from educational institutions where teachers worked to provide relevant devices and encouraging atmosphere to enable technology-enhanced learning. It was predicted that students’ primary impediments to learning with technology were the facilities and the teacher’s pedagogical methods.
References
Andarwulan, T., Al Fajri, T. A., & Damayanti, G. (2021). Elementary Teachers’ Readiness Toward The Online Learning Policy in The New Normal Era during Covid-19. International Journal of Instruction, 14 (3), 771–786. https://doi.org/10.29333/iji.2021.14345a
Andujar, A. (2020). Integrating Flipped Foreign Language Learning Through Mobile Devices: Technology Acceptance and Flipped Learning Experience. Sustainability, 12 (3), 1110. https://doi.org/10.3390/su12031110
Atmojo, A. E. P., & Nugroho, A. (2020). EFL Classes Must Go Online! Teaching Activities and Challenges during Covid-19 Pandemic in Indonesia. Register Journal, 13 (1), 49–76. https://doi.org/10.18326/rgt.v13i1.49-76
Basilaia, G., & Kvavadze, D. (2020). Transition to Online Education in Cchools during A SARS-CoV-2 Coronavirus (COVID-19) Pandemic in Georgia. Pedagogical Research, 5 (4), 1-9. https://doi.org/10.29333/pr/7937
Chun, D., Smith, B., & Kern, R. (2016). Technology in Language Use, Language Teaching, and Language Learning. Modern Language Journal, 100, 64–80. https://doi.org/10.1111/modl.12302
Efriana, L. (2021). Problems of Online Learning during Covid-19 Pandemic in EFL Classroom and The Solution. JELITA: Journal of English Language Teaching and Literature, 2 (1), 38-47.
Falloon, G. (2020). From Digital Literacy to Digital Competence: The Teacher Digital Competency (TDC) Framework. Educational Technology Research and Development, 68 (5), 2449–2472. https://doi.org/10.1007/s11423-020-09767-4
Fuad, M., Ariyani, F., Suyanto, E., & Shidiq, A. S. (2020). Exploring Teachers’ TPACK: Are Indonesian Language Teachers Ready for Online Learning during The Covid-19 Outbreak? Universal Journal of Educational Research, 8 (11B), 6091–6102. https://doi.org/10.13189/ujer.2020.082245
Haratikka, H. (2020). Learning English Activity in STIE Bina Karya during The Pandemic. Proceeding of 1st International Conference on The Teaching of English and Literature, 1 (1), 110-117.
Indrayanti, I. (2021). Multimedia-Based Presentation and Self-Confidence Analysis: A Quantitative Study on English Language Learning of Vocational College Students. LLT Journal: A Journal on Language and Language Teaching, 24 (2), 380-388. doi:https://doi.org/10.24071/llt.v24i2.3437
Koehler, M. J., & Mishra, P. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record, 108 (6), 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
Kukulska-Hulme, A., & Viberg, O. (2018). Mobile Collaborative Language Learning: State of The Art. British Journal of Educational Technology, 49 (2), 207–218. https://doi.org/10.1111/bjet.12580
Lee, M., & Finger, G. (2010). Developing Networked School Community. Victoria: Acer Press.
Mbukusa, N. R. (2018). Perceptions of Students on The Use of Whatsapp in Teaching Method of English as Second Language in The University of Namibia. Journal of Curriculum and Teaching, 7 (2), 112-119. https://doi.org/10.5430/jct.v7n2p112
Morawska, L., & Cao, J. (2020). Airborne Transmission of SARS-CoV-2: The World Should Face The Reality. Environment International, 139 (April), 105730. https://doi.org/10.1016/j.envint.2020.105730
Nazari, N., Nafissi, Z., Estaji, M., Marandi, S. S., & Wang, S. (2019). Evaluating Novice and Experienced EFL Teachers’ Perceived TPACK for Their Professional Development. Cogent Education, 6 (1). https://doi.org/10.1080/2331186X.2019.1632010
Pusparini, I., & Astuti, E. (2019). Basic Structure Module Based on Hybrid Learning. Journey: Journal of English Language and Pedagogy, 2(2), 118-123. https://doi.org/10.33503/journey.v2i2.546
Rahardjo, A., & Pertiwi, S. (2020). Learning Motivation and Students’ Achievement in Learning English. JELITA, 1 (2), 56-64. Retrieved from https://jurnal.stkipmb.ac.id/index.php/jelita/article/view/65
Sandars, J., Correia, R., Dankbaar, M., de Jong, P., Goh, P. S., Hege, I., Masters, K., Oh, S.-Y., Patel, R., Premkumar, K., Webb, A., & Pusic, M. (2020). Twelve Tips for Rapidly Migrating to Online Learning during The Covid-19 Pandemic. MedEdPublish, 9, 82. https://doi.org/10.15694/mep.2020.000082.1
Sari, N., & Sulistyo, T. (2022). EFL Teachers’ Perspectives on Mobile-Assisted Language Learning (MALL) Resources For Vocational High School Students. Journey: Journal of English Language and Pedagogy, 5(1), 80-90. https://doi.org/10.33503/journey.v5i1.1772
Sari, Y. R., Drajati, N. A., So, H. J., & Sumardi. (2021). Enhancing EFL Teachers’ Technological Pedagogical Content Knowledge (TPACK) Competence through Reflective Practice. TEFLIN Journal, 32 (1), 117–133. https://doi.org/10.15639/teflinjournal.v32i1/117-133
Sarwa, Simaremare, A., Hasibuan, N. I., & Priyadi, M. (2020). Teacher Readiness in Accommodating The TPACK Framework to Meet Teacher Competence The 21st Century. Journal of Physics: Conference Series, 1511(1). https://doi.org/10.1088/1742-6596/1511/1/012041
Shulman, L. S. (1986). Those Who Understand: A Conception of Teacher Knowledge. American Educator, 10 (1), 4–14. http://www.jstor.org/stable/1175860
Stifel, S. W. F., Feinberg, D. K., Zhang, Y., Chan, M. K., & Wagle, R. (2020). Assessment during the COVID-19 Pandemic: Ethical, Legal, and Safety Considerations Moving Forward. School Psychology Review, 49 (4), 438–452. https://doi.org/10.1080/2372966X.2020.1844549
Tang, Y. M., Chen, P. C., Law, K. M. Y., Wu, C. H., Lau, Y. yip, Guan, J., He, D., & Ho, G. T. S. (2021). Comparative Analysis of Student’s Live Online Learning Readiness during The Coronavirus (Covid-19) Pandemic in The Higher Education Sector. Computers and Education, 168 (November 2020). https://doi.org/10.1016/j.compedu.2021.104211
Vignola, K., Ross, M., Ouellet, M., & Lessard, L. (2017). G Suite for Education: Collaboration-Based Pedagogy. Profweb: Learning Object and Inspiring Learning. retrieved from https://www.profweb.ca/en/publications/featured-reports/g-suite-for-education-collaboration-based-pedagogy
Wekerle, C., Daumiller, M., & Kollar, I. (2020). Using Digital Technology to Promote Higher Education Learning: The Importance of Different Learning Activities and Their Relations to Learning Outcomes. Journal of Research on Technology in Education, 1–17. https://doi.org/10.1080/15391523.2020.1799455
Yates, A., Starkey, L., Egerton, B., & Flueggen, F. (2021). High School Students’ Experience of Online Learning during Covid-19: The Influence of Technology and Pedagogy. Technology, Pedagogy and Education, 30 (1), 59–73. https://doi.org/10.1080/1475939X.2020.1854337
Andujar, A. (2020). Integrating Flipped Foreign Language Learning Through Mobile Devices: Technology Acceptance and Flipped Learning Experience. Sustainability, 12 (3), 1110. https://doi.org/10.3390/su12031110
Atmojo, A. E. P., & Nugroho, A. (2020). EFL Classes Must Go Online! Teaching Activities and Challenges during Covid-19 Pandemic in Indonesia. Register Journal, 13 (1), 49–76. https://doi.org/10.18326/rgt.v13i1.49-76
Basilaia, G., & Kvavadze, D. (2020). Transition to Online Education in Cchools during A SARS-CoV-2 Coronavirus (COVID-19) Pandemic in Georgia. Pedagogical Research, 5 (4), 1-9. https://doi.org/10.29333/pr/7937
Chun, D., Smith, B., & Kern, R. (2016). Technology in Language Use, Language Teaching, and Language Learning. Modern Language Journal, 100, 64–80. https://doi.org/10.1111/modl.12302
Efriana, L. (2021). Problems of Online Learning during Covid-19 Pandemic in EFL Classroom and The Solution. JELITA: Journal of English Language Teaching and Literature, 2 (1), 38-47.
Falloon, G. (2020). From Digital Literacy to Digital Competence: The Teacher Digital Competency (TDC) Framework. Educational Technology Research and Development, 68 (5), 2449–2472. https://doi.org/10.1007/s11423-020-09767-4
Fuad, M., Ariyani, F., Suyanto, E., & Shidiq, A. S. (2020). Exploring Teachers’ TPACK: Are Indonesian Language Teachers Ready for Online Learning during The Covid-19 Outbreak? Universal Journal of Educational Research, 8 (11B), 6091–6102. https://doi.org/10.13189/ujer.2020.082245
Haratikka, H. (2020). Learning English Activity in STIE Bina Karya during The Pandemic. Proceeding of 1st International Conference on The Teaching of English and Literature, 1 (1), 110-117.
Indrayanti, I. (2021). Multimedia-Based Presentation and Self-Confidence Analysis: A Quantitative Study on English Language Learning of Vocational College Students. LLT Journal: A Journal on Language and Language Teaching, 24 (2), 380-388. doi:https://doi.org/10.24071/llt.v24i2.3437
Koehler, M. J., & Mishra, P. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record, 108 (6), 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
Kukulska-Hulme, A., & Viberg, O. (2018). Mobile Collaborative Language Learning: State of The Art. British Journal of Educational Technology, 49 (2), 207–218. https://doi.org/10.1111/bjet.12580
Lee, M., & Finger, G. (2010). Developing Networked School Community. Victoria: Acer Press.
Mbukusa, N. R. (2018). Perceptions of Students on The Use of Whatsapp in Teaching Method of English as Second Language in The University of Namibia. Journal of Curriculum and Teaching, 7 (2), 112-119. https://doi.org/10.5430/jct.v7n2p112
Morawska, L., & Cao, J. (2020). Airborne Transmission of SARS-CoV-2: The World Should Face The Reality. Environment International, 139 (April), 105730. https://doi.org/10.1016/j.envint.2020.105730
Nazari, N., Nafissi, Z., Estaji, M., Marandi, S. S., & Wang, S. (2019). Evaluating Novice and Experienced EFL Teachers’ Perceived TPACK for Their Professional Development. Cogent Education, 6 (1). https://doi.org/10.1080/2331186X.2019.1632010
Pusparini, I., & Astuti, E. (2019). Basic Structure Module Based on Hybrid Learning. Journey: Journal of English Language and Pedagogy, 2(2), 118-123. https://doi.org/10.33503/journey.v2i2.546
Rahardjo, A., & Pertiwi, S. (2020). Learning Motivation and Students’ Achievement in Learning English. JELITA, 1 (2), 56-64. Retrieved from https://jurnal.stkipmb.ac.id/index.php/jelita/article/view/65
Sandars, J., Correia, R., Dankbaar, M., de Jong, P., Goh, P. S., Hege, I., Masters, K., Oh, S.-Y., Patel, R., Premkumar, K., Webb, A., & Pusic, M. (2020). Twelve Tips for Rapidly Migrating to Online Learning during The Covid-19 Pandemic. MedEdPublish, 9, 82. https://doi.org/10.15694/mep.2020.000082.1
Sari, N., & Sulistyo, T. (2022). EFL Teachers’ Perspectives on Mobile-Assisted Language Learning (MALL) Resources For Vocational High School Students. Journey: Journal of English Language and Pedagogy, 5(1), 80-90. https://doi.org/10.33503/journey.v5i1.1772
Sari, Y. R., Drajati, N. A., So, H. J., & Sumardi. (2021). Enhancing EFL Teachers’ Technological Pedagogical Content Knowledge (TPACK) Competence through Reflective Practice. TEFLIN Journal, 32 (1), 117–133. https://doi.org/10.15639/teflinjournal.v32i1/117-133
Sarwa, Simaremare, A., Hasibuan, N. I., & Priyadi, M. (2020). Teacher Readiness in Accommodating The TPACK Framework to Meet Teacher Competence The 21st Century. Journal of Physics: Conference Series, 1511(1). https://doi.org/10.1088/1742-6596/1511/1/012041
Shulman, L. S. (1986). Those Who Understand: A Conception of Teacher Knowledge. American Educator, 10 (1), 4–14. http://www.jstor.org/stable/1175860
Stifel, S. W. F., Feinberg, D. K., Zhang, Y., Chan, M. K., & Wagle, R. (2020). Assessment during the COVID-19 Pandemic: Ethical, Legal, and Safety Considerations Moving Forward. School Psychology Review, 49 (4), 438–452. https://doi.org/10.1080/2372966X.2020.1844549
Tang, Y. M., Chen, P. C., Law, K. M. Y., Wu, C. H., Lau, Y. yip, Guan, J., He, D., & Ho, G. T. S. (2021). Comparative Analysis of Student’s Live Online Learning Readiness during The Coronavirus (Covid-19) Pandemic in The Higher Education Sector. Computers and Education, 168 (November 2020). https://doi.org/10.1016/j.compedu.2021.104211
Vignola, K., Ross, M., Ouellet, M., & Lessard, L. (2017). G Suite for Education: Collaboration-Based Pedagogy. Profweb: Learning Object and Inspiring Learning. retrieved from https://www.profweb.ca/en/publications/featured-reports/g-suite-for-education-collaboration-based-pedagogy
Wekerle, C., Daumiller, M., & Kollar, I. (2020). Using Digital Technology to Promote Higher Education Learning: The Importance of Different Learning Activities and Their Relations to Learning Outcomes. Journal of Research on Technology in Education, 1–17. https://doi.org/10.1080/15391523.2020.1799455
Yates, A., Starkey, L., Egerton, B., & Flueggen, F. (2021). High School Students’ Experience of Online Learning during Covid-19: The Influence of Technology and Pedagogy. Technology, Pedagogy and Education, 30 (1), 59–73. https://doi.org/10.1080/1475939X.2020.1854337
Published
2022-10-18
How to Cite
Indriyono, H., Budiraharjo, M., & Bram, B. (2022). Assessing Vocational High School EFL Teachers’ Technological Pedagogical Content Knowledge in Online Learning. Journey: Journal of English Language and Pedagogy, 5(2), 310–319. https://doi.org/10.33503/journey.v5i2.2115
Section
Articles
Copyright (c) 2022 Happy Indriyono, Markus Budiraharjo, Barli Bram
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Journey: Journal of English Language and Pedagogy by http://ejurnal.budiutomomalang.ac.id/index.php/journey/index is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
