Indonesian EFL Teachers’ Application of TPACK in in-Service Education Teaching Practices: A Summary

Hi everyone,

Still about TPACK, and this time I will make a summary from a paper entitle Indonesian EFL teachers’ application of TPACK in in-service education teaching practices written by Bambang Yudi CAhyono, Oktafina Dewi Kurnianti, and Ira Mutiaraningrum who have an affiliation with Universitas Negeri Malang, Indonesia. Their paper was published by European Centre for Research Training and Development UK Vol. 4 No. 5 page 16-30 on May 2016.

There is much research in Mathematics, social, science, and language relate to TPACK. Wu and Wang (2015) conducted a research about in-service EFL elementary teachers in Taiwan, Baser et al (2015) developed a TPACK instrument for pre-service EFL teachers and Tseng (2014) developed an instrument for assessing EFL teachers’ TPACK as perceived by EFL students. There other examples of TPACK research in Indonesia was conducted by Mahdun (2015) and Cahyono (2010). Mahdun research about the use of TPACK for senior high school students in Pekanbaru through self-assessing questionnaire while Cahyono conducted research about teaching English by using internet resources.

The researchers want to find out to what extent Indonesian EFL teachers improve the quality of their instructional designs and teaching practices after they know TPACK framework (1) and how Indonesian EFL teachers perceive the application TPACK framework in their teaching practice (2). The participant of the research was 20 in-service teachers who enroll in the master program in ELT at UNM. Among 20 teachers, 7 of them teach in big cities and the rest teach in rural areas. Based on gender, 7 of them are male and 13 of them are female.

Those teachers are involved in 2 stages teaching practices. They involve in a series of lectures in the first stage. The series of lectures is about how to make an instructional design and as the output, the teachers submitted their preliminary instructional design. On the second stage, teachers prepared to perform their teaching practice. The teaching practice was designed as peer sessions and it was not situated in real schools. At the end of the course, the teachers fill the questionnaire about their perception of the benefit of TPACK-oriented teaching practice to improve their teaching practice and instructional design’ quality.

Based on the preliminary instructional design, most of the teachers are good in PK and CK with 11 and 20 members respectively. On the other hand, there were 5 teachers good in TK and 2 teachers good in TPACK.  In the teaching practices, all teachers were good in CK but one-third of them were only in TPACK aspect with 6 and 7 in teaching practice 1 and 2 respectively. Indonesian EFL teachers thought that instructional designs were interesting in their teaching. They also suggested that the materials, skills, assessment, and application should be listed in instructional designs. Although it gives positive responses, the teachers still have self-efficacy to implement TPACK-oriented instructional designs in their teaching field. One still existing case among EFL teachers in Indonesia is TPACK has not been implemented massively in the practical scope.