Alim, Radiah Zakiyati (2022) High school students’ perceptions toward the implementation of tpack in a hybrid efl classroom / Radiah Zakiyati Alim</p>. Masters thesis, Universitas Negeri Malang.
Full text not available from this repository.Abstract
The typical EFL instructions in Indonesia are designed by non-native English speakers who do not speak English as effectively as natives do. This phenomenon leads to the adaptation of Technological Pedagogical Content Knowledge (TPACK) as a substantial professional development for EFL teachers in a rapidly developing technological innovations. However the growing issue is no longer addressing the significance of technology integration or technology mediated material delivery. Therefore this study stepped forward by examining EFL teachers rsquo competency in ICT integration according to their students who participated in a hybrid EFL classroom. The issue presumes that the effectiveness of EFL instructions in the high school context particularly amidst the global pandemic break is determined by successful technology integration. Several studies concluded that utilizing technology with high degree of TPACK implementation in hybrid modes can solve the problems of remote learning. However none of these studies highlighted the implementation of TPACK framework as an instructional reference in hybrid EFL classroom settings. The framework itself required EFL teachers to understand technology integration to enhance their pedagogical instruction particularly in a hybrid setting. This study sought out high school students rsquo perception toward the EFL teacher rsquo s utilization of technology to support EFL classroom instructions and their perception toward the implementation of TPACK in a hybrid EFL classroom. Essentially TPACK allows the EFL teacher to adapt to and adopt technological devices and software to design a parallel classroom in which the students may choose to attend the meetings either in face-to-face or by virtual means. The study employed an exploratory survey research method with an online distributed questionnaire as its main instrument. The instrument embedded a modified TPACK survey questionnaire and semi-structured open-ended questions. The study surveyed 40 (forty) private Islamic high school students by distributing the online form via Google Form with the following format the first section contained 25 items TPACK survey plus 1 item to measure the range of technology implementation and the second section included 6 six open ended question regarding the respondents rsquo reflective experiences. The data were descriptively analyzed and thematically coded to be further sorted into categories. The TPACK survey revealed that 77.8% of the respondents agreed that the EFL teacher had successfully integrated technology into pedagogical practice. Based on 54.58% valid responses in the open-ended data the EFL teacher implemented technological adaptation to facilitate classroom meetings by alternating to virtual modes but failed to explore and recognize individual EFL learning needs of the students. The study concluded that the respondents rsquo perception toward the implementation of TPACK in hybrid learning was positive in ways that it granted an easy access to classroom documents and resources supported multiple modes of material delivery valued connectivity and interactivity and provided flexible scheduling. The respondents scaled their EFL teacher rsquo s technology integration into pedagogical practice by recognizing the utilization of technological tools and means in hybrid classroom in the range of 76% to 100% at overall. This study addressed some issues regarding the advantages and disadvantages of technology-equipped classroom in a hybrid context. The issues foretell that EFL teachers should not limit their attention to mere physical preparations and necessities. They also need to pay a close attention to their students rsquo individual learning needs access and technology literacy. These issues centered around the conceptual discussion concerning the implementation of TPACK in a hybrid classroom. Consequently the study suggests a larger scale in an experimental approach to examine factors that contribute to shape the students rsquo perspective regarding EFL teachers rsquo technology utilization in hybrid EFL settings.
| Item Type: | Thesis (Masters) |
|---|---|
| Subjects: | L Education > L Education (General) |
| Divisions: | Fakultas Sastra (FS) > Departemen Sastra Inggris (ING) > S2 Pendidikan Bahasa Inggris |
| Depositing User: | library UM |
| Date Deposited: | 30 Mar 2022 04:29 |
| Last Modified: | 09 Sep 2022 03:00 |
| URI: | http://repository.um.ac.id/id/eprint/322484 |
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