Abstract
The growth of distance education provides an accessibility of teaching-and-learning-process involving the use of ICT. Hence, teachers’ competencies regarding the integration of ICT also one of the key success of teaching. Through TPACK, this study aims at investigating EFL teachers’ skills on technology integration and their preferable ICT based learning system amidst distance education. Moreover, this study also intends to analyze whether EFL teachers’ TPACK are significantly different in terms of teaching categories and gender. This survey study implicated 139 in-service EFL teacher in the city of Malang, East Java, Indonesia. The data were collected through questionnaire and analyzed by computing the frequency, ANOVA, and t-test. The finding revealed that the EFL teachers’ TPACK was decent. Furthermore, gender and teaching categories were not regarded as the factors that influenced EFL teachers’ TPACK. Lastly, Google Classroom was perceived as the most preferable ICT based learning system according to the teachers. Regarding the result of analysis, recommendation for teachers and educational stakeholders were also made in this study.
Recommended Citation
Imania, Sofia; Anugerahwati, Mirjam; and Tresnadewi, Sintha
(2022)
"Unpacking EFL Teachers’ TPACK Thru the Distance Education,"
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan: Vol. 7:
No.
2, Article 1.
DOI: https://doi.org/10.17977/2502-471X.2371
Available at:
https://citeus.um.ac.id/jptpp/vol7/iss2/1