Investigation of Hospitality and Business School English Instructors' TPACK in the Online Learning Context
Keywords:
TPACK, vocational college, challenges, blended learning
Abstract
The rapid growth of technology affects every aspect of our life, including education, and its use has become an essential part of the instructional process. This study aimed to investigate how TPACK is developed and applied throughout the instructional process of 12 English instructors in a Hospitality and Business School in Bali and what challenges are faced in integrating technology into their online learning context. Using a mixed-methods research design, the study utilized two instruments: a survey and an open-ended interview. Prior to data collection, instruments were evidenced to be valid and reliable (α=.98). The result shows that the TPACK of English teachers at the Hospitality and Business School was categorized as "good". This means that the instructors have developed and applied their TPACK competency well in all domains including TK, CK, PK, PCK, TCK, TPK, TPACK with the mean 4.4. The interview revealed three main challenges in integrating technology into their class: individual psychology, technical issues, and students' technology literacy. Policymakers should consider preparing instructors' TPACK in the vocational context be ready to cope with the limitations of an online learning environment with professional development activities.
References
Agustini, K., Santyasa, I. W., & Ratminingsih, N. M. (2019). Analysis of Competence on “TPACK”: 21st Century Teacher Professional Development. Journal of Physics: Conference Series, 1387(1), 012035. https://doi.org/10.1088/1742-6596/1387/1/012035
Al Khoeri, A. F., Nuraini, W., Ramdani, R., & Agum, S. (2021). The Implementation of Canvas to Enhance English Teaching and Learning. https://doi.org/10.32996/jeltal.2023.5.2.22
Alamsyah, M., Ahmad, S., & Harris, H. (2020). Pengaruh Kualifikasi Akademik dan Pengalaman Mengajar terhadap Profesionalisme Guru. Journal of Education Research, 1(3), 1830187. https://doi.org/10.37985/joe.v1i3.19
Angeli, C., & Valanides, N. (2014). Technological pedagogical content knowledge: Exploring, developing, and assessing TPCK. Springer.
Bugueño, W. M. (2013). Using TPACK to promote effective language teaching in an ESL/EFL classroom.
Cahyani, L. A., Azizah, N., & Evans, D. (2021). Technological Pedagogical and Content Knowledge (TPACK) of Special Education Teachers in Science Instruction for Students with Special Needs. Formatif: Jurnal Ilmiah Pendidikan MIPA, 11(1). https://doi.org/10.30998/formatif.v11i1.8580
Chai, C. S., Ling Koh, J. H., Tsai, C.-C., & Lee Wee Tan, L. (2011). Modeling primary school pre-service teachers’ Technological Pedagogical Content Knowledge (TPACK) for meaningful learning with information and communication technology (ICT). Computers & Education, 57(1), 1184–1193. https://doi.org/10.1016/j.compedu.2011.01.007
Chovancová, B. (2014). Needs Analysis and ESP Course Design: Self-Perception of Language Needs Among Pre-Service Students. Studies in Logic, Grammar and Rhetoric, 38(1), 43–57. https://doi.org/10.2478/slgr-2014-0031
Costley, K. C. (2014). The positive effects of technology on teaching and student learning. Online Submission.
Demir, B., & Sonmez, G. (2021). Generation Z students’ expectations from English language instruction. Journal of Language and Linguistic Studies, 17(S1), 683–701.
Drajati, N. A., Tan, L., Haryati, S., Rochsantiningsih, D., & Zainnuri, H. (2018). Investigating English Language Teachers in Developing TPACK and Multimodal Literacy. Indonesian Journal of Applied Linguistics, 7(3), 575. https://doi.org/10.17509/ijal.v7i3.9806
Elas, N., Majid, F., & Narasuman, S. (2019). Development of technological pedagogical content knowledge (TPACK) for english teachers: The validity and reliability. International Journal of Emerging Technologies in Learning (IJET), 14(20), 18–33.
Fatimah, A. S., & Santiana, S. (2017). Teaching in 21st Century: Students-Teachers’ Perceptions of Technology Use in the Classroom. Script Journal: Journal of Linguistic and English Teaching, 2(2), 125. https://doi.org/10.24903/sj.v2i2.132
Herring, M. C., Koehler, M. J., & Mishra, P. (2016). Handbook of technological pedagogical content knowledge (TPACK) for educators. Routledge.
Huang, Y. (2021). TPACK framework for online EFL teacher training in higher education. Adult and Higher Education, 3(1), 95–102.
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). https://doi.org/10.33503/journey.v5i2.2115
Jan, H. (2017). Teacher of 21st century: Characteristics and development. Research on Humanities and Social Sciences, 7(9), 50–54.
Koehler, M. J., Mishra, P., Kereluik, K., Shin, T. S., & Graham, C. R. (2014). The technological pedagogical content knowledge framework. Handbook of Research on Educational Communications and Technology, 101–111.
Kusuma, I. P. I. (2021). TPACK-Related Programs for Pre-Service English Teachers: An In-Depth Analysis on Efforts and Issues of ICT Integration. Jurnal Cakrawala Pendidikan, 40(1), 183–195. https://doi.org/10.21831/cp.v40i1.28820
Mahdum, M. (2015). Technological Pedagogical and Content Knowledge (TPACK) of English Teachers in Pekanbaru, Riau, Indonesia. Mediterranean Journal of Social Sciences. https://doi.org/10.5901/mjss.2015.v6n5s1p168
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054.
Riazi, A. M. (2017). Mixed methods research in language teaching and learning. Equinox Publishing.
Rymanova, I., Baryshnikov, N., & Grishaeva, A. (2015). E-course Based on the LMS Moodle for English Language Teaching: Development and Implementation of Results. Procedia - Social and Behavioral Sciences, 206, 236–240. https://doi.org/10.1016/j.sbspro.2015.10.016
Sahin, I. (2011). Development of survey of technological pedagogical and content knowledge (TPACK). Turkish Online Journal of Educational Technology-TOJET, 10(1), 97–105.
Santiana, S., Silvani, D., & Ruslan, R. (2021). Optimizing LMS CANVAS for Interactive Online Learning Perceived by the Students. Journal of English Education and Teaching, 5(4), 529–543. https://doi.org/10.33369/jeet.5.4.529-543
Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Koehler, M. J., & Shin, T. S. (2009). Technological pedagogical content knowledge (TPACK) the development and validation of an assessment instrument for preservice teachers. Journal of Research on Technology in Education, 42(2), 123–149.
Sumardi, S., & Muamaroh, M. (2020). Edmodo Impacts: Mediating Digital Class and Assessment in English Language Teaching. Jurnal Cakrawala Pendidikan, 39(2), 319–331. https://doi.org/10.21831/cp.v39i2.30065
Suroyo, S., & Faridi, A. (2018). Developing Speaking English for Specific Purposes Materials for Broadcasting Major Students-The Case of Eleventh Grade of Vocational High School 1 Kendal. English Education Journal, 8(3), 320–324.
Taopan, L. L., Drajati, N. A., & Sumardi, S. (2020). TPACK framework: Challenges and opportunities in efL classrooms. Research and Innovation in Language Learning, 3(1), 1–22.
Tawalbeh, T. I. (2017). EFL Instructors’ Perceptions of Blackboard Learning Management System (LMS) at University Level. English Language Teaching, 11(1), 1. https://doi.org/10.5539/elt.v11n1p1
Triana, M., Herman, H., Sinurat, B., & Silalahi, D. E. (2021). An Analysis of Students Perception on the Use of Google Classroom in English Language Learning. Cetta: Jurnal Ilmu Pendidikan, 4(3), 607–618. https://doi.org/10.37329/cetta.v4i3.1474
Wahyuni, R. N. B., & Rozi, F. (2020). The Performances of ESP Lecturers’ Pedagogical and Professional Competence in Teaching Speaking Class. English Education Journal, 10(3), 340–350. https://doi.org/10.15294/eej.v10i1.36779
Yulianti, F. (2012). Correlation between Pedagogical Competence of Religion Teachers and Students’ Learning Outcomes. Journal of Education, 1(2).
Zahedpisheh, N., Abu Bakar, Z. B., & Saffari, N. (2017). English for Tourism and Hospitality Purposes (ETP). English Language Teaching, 10(9), 86–94.
Al Khoeri, A. F., Nuraini, W., Ramdani, R., & Agum, S. (2021). The Implementation of Canvas to Enhance English Teaching and Learning. https://doi.org/10.32996/jeltal.2023.5.2.22
Alamsyah, M., Ahmad, S., & Harris, H. (2020). Pengaruh Kualifikasi Akademik dan Pengalaman Mengajar terhadap Profesionalisme Guru. Journal of Education Research, 1(3), 1830187. https://doi.org/10.37985/joe.v1i3.19
Angeli, C., & Valanides, N. (2014). Technological pedagogical content knowledge: Exploring, developing, and assessing TPCK. Springer.
Bugueño, W. M. (2013). Using TPACK to promote effective language teaching in an ESL/EFL classroom.
Cahyani, L. A., Azizah, N., & Evans, D. (2021). Technological Pedagogical and Content Knowledge (TPACK) of Special Education Teachers in Science Instruction for Students with Special Needs. Formatif: Jurnal Ilmiah Pendidikan MIPA, 11(1). https://doi.org/10.30998/formatif.v11i1.8580
Chai, C. S., Ling Koh, J. H., Tsai, C.-C., & Lee Wee Tan, L. (2011). Modeling primary school pre-service teachers’ Technological Pedagogical Content Knowledge (TPACK) for meaningful learning with information and communication technology (ICT). Computers & Education, 57(1), 1184–1193. https://doi.org/10.1016/j.compedu.2011.01.007
Chovancová, B. (2014). Needs Analysis and ESP Course Design: Self-Perception of Language Needs Among Pre-Service Students. Studies in Logic, Grammar and Rhetoric, 38(1), 43–57. https://doi.org/10.2478/slgr-2014-0031
Costley, K. C. (2014). The positive effects of technology on teaching and student learning. Online Submission.
Demir, B., & Sonmez, G. (2021). Generation Z students’ expectations from English language instruction. Journal of Language and Linguistic Studies, 17(S1), 683–701.
Drajati, N. A., Tan, L., Haryati, S., Rochsantiningsih, D., & Zainnuri, H. (2018). Investigating English Language Teachers in Developing TPACK and Multimodal Literacy. Indonesian Journal of Applied Linguistics, 7(3), 575. https://doi.org/10.17509/ijal.v7i3.9806
Elas, N., Majid, F., & Narasuman, S. (2019). Development of technological pedagogical content knowledge (TPACK) for english teachers: The validity and reliability. International Journal of Emerging Technologies in Learning (IJET), 14(20), 18–33.
Fatimah, A. S., & Santiana, S. (2017). Teaching in 21st Century: Students-Teachers’ Perceptions of Technology Use in the Classroom. Script Journal: Journal of Linguistic and English Teaching, 2(2), 125. https://doi.org/10.24903/sj.v2i2.132
Herring, M. C., Koehler, M. J., & Mishra, P. (2016). Handbook of technological pedagogical content knowledge (TPACK) for educators. Routledge.
Huang, Y. (2021). TPACK framework for online EFL teacher training in higher education. Adult and Higher Education, 3(1), 95–102.
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). https://doi.org/10.33503/journey.v5i2.2115
Jan, H. (2017). Teacher of 21st century: Characteristics and development. Research on Humanities and Social Sciences, 7(9), 50–54.
Koehler, M. J., Mishra, P., Kereluik, K., Shin, T. S., & Graham, C. R. (2014). The technological pedagogical content knowledge framework. Handbook of Research on Educational Communications and Technology, 101–111.
Kusuma, I. P. I. (2021). TPACK-Related Programs for Pre-Service English Teachers: An In-Depth Analysis on Efforts and Issues of ICT Integration. Jurnal Cakrawala Pendidikan, 40(1), 183–195. https://doi.org/10.21831/cp.v40i1.28820
Mahdum, M. (2015). Technological Pedagogical and Content Knowledge (TPACK) of English Teachers in Pekanbaru, Riau, Indonesia. Mediterranean Journal of Social Sciences. https://doi.org/10.5901/mjss.2015.v6n5s1p168
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054.
Riazi, A. M. (2017). Mixed methods research in language teaching and learning. Equinox Publishing.
Rymanova, I., Baryshnikov, N., & Grishaeva, A. (2015). E-course Based on the LMS Moodle for English Language Teaching: Development and Implementation of Results. Procedia - Social and Behavioral Sciences, 206, 236–240. https://doi.org/10.1016/j.sbspro.2015.10.016
Sahin, I. (2011). Development of survey of technological pedagogical and content knowledge (TPACK). Turkish Online Journal of Educational Technology-TOJET, 10(1), 97–105.
Santiana, S., Silvani, D., & Ruslan, R. (2021). Optimizing LMS CANVAS for Interactive Online Learning Perceived by the Students. Journal of English Education and Teaching, 5(4), 529–543. https://doi.org/10.33369/jeet.5.4.529-543
Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Koehler, M. J., & Shin, T. S. (2009). Technological pedagogical content knowledge (TPACK) the development and validation of an assessment instrument for preservice teachers. Journal of Research on Technology in Education, 42(2), 123–149.
Sumardi, S., & Muamaroh, M. (2020). Edmodo Impacts: Mediating Digital Class and Assessment in English Language Teaching. Jurnal Cakrawala Pendidikan, 39(2), 319–331. https://doi.org/10.21831/cp.v39i2.30065
Suroyo, S., & Faridi, A. (2018). Developing Speaking English for Specific Purposes Materials for Broadcasting Major Students-The Case of Eleventh Grade of Vocational High School 1 Kendal. English Education Journal, 8(3), 320–324.
Taopan, L. L., Drajati, N. A., & Sumardi, S. (2020). TPACK framework: Challenges and opportunities in efL classrooms. Research and Innovation in Language Learning, 3(1), 1–22.
Tawalbeh, T. I. (2017). EFL Instructors’ Perceptions of Blackboard Learning Management System (LMS) at University Level. English Language Teaching, 11(1), 1. https://doi.org/10.5539/elt.v11n1p1
Triana, M., Herman, H., Sinurat, B., & Silalahi, D. E. (2021). An Analysis of Students Perception on the Use of Google Classroom in English Language Learning. Cetta: Jurnal Ilmu Pendidikan, 4(3), 607–618. https://doi.org/10.37329/cetta.v4i3.1474
Wahyuni, R. N. B., & Rozi, F. (2020). The Performances of ESP Lecturers’ Pedagogical and Professional Competence in Teaching Speaking Class. English Education Journal, 10(3), 340–350. https://doi.org/10.15294/eej.v10i1.36779
Yulianti, F. (2012). Correlation between Pedagogical Competence of Religion Teachers and Students’ Learning Outcomes. Journal of Education, 1(2).
Zahedpisheh, N., Abu Bakar, Z. B., & Saffari, N. (2017). English for Tourism and Hospitality Purposes (ETP). English Language Teaching, 10(9), 86–94.
Published
2023-11-22
How to Cite
Antari, N. K., Ratminingsih, N., Santosa, M., & Virginiya, P. (2023). Investigation of Hospitality and Business School English Instructors’ TPACK in the Online Learning Context. Journey: Journal of English Language and Pedagogy, 6(3), 671-681. https://doi.org/10.33503/journey.v6i3.3748
Section
Articles
Copyright (c) 2023 Ni Komang Punia Antari, Made Hery Santosa, Putu Tika Virginia
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.
