ENGLISH FOREIGN LANGUAGE TEACHERS TEACHING USING

TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE

(TPACK) IN THE ERA OF COVID 19 PANDEMIC
(A Descriptive Qualitative Study)

THESIS

Presented as Partial Fulfillment of a Requirement for Master Degree of

Education (M.Pd) at Faculty of Educational a Sciences Syarif Hidayatullah
State Islamic University Jakarta

By:
Nurbani Syifa
21170140000022

GRADUATE PROGRAM OF ENGLISH EDUCATION

FACULTY OF EDUCATIONAL SCIENCES
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY OF
JAKARTA
2021
ENGLISH FOREIGN LANGUAGE TEACHERS TEACHING USING
TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE
(TPACK) IN THE ERA OF COVID 19 PANDEMIC
(A Descriptive Qualitative Study)

THESIS

By:
Nurbani Syifa
21170140000022

GRADUATE PROGRAM OF ENGLISH EDUCATION

FACULTY OF EDUCATIONAL SCIENCES
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY OF
JAKARTA
2021
 STATEMENT OF ORIGINALITY

I at this moment declare that the thesis entitled “. English Foreign Language
Teachers Teaching Using Technological Pedagogical Content Knowledge
(TPACK) In The Era of Covid 19 Pandemic (A Descriptive Qualitative Study)”
represents my original work and that I have used no other sources except as
noted in the citations. All data, tables, figures, and text citations that have been
reproduced from any other sources have been explicitly acknowledged as such.
I have read and understood the Ministry of National Education (MoNE) of
Indonesia No. 17 the year 2010 regarding plagiarism in higher education.
Therefore, I am responsible for any claims in the future regarding the
originality of my thesis, and I am ready to accept any academic punishment,
including withdrawal of my academic degree, if this pronouncement proves
wrong.

Jakarta, 13rd August, 2021

Nurbani Syifa
21170140000009
 SURAT PERSETUJUAN PEMBIMBING

Dengan ini kami sebagai pembimbing penulisan tesis menyatakan bahwa,

NAMA : Nurbani Syifa
NIM : 21170140000022
Prodi : Master Pendidikan Bahsa Inggris
Tanggal Pengesahan : 7 Agustus 2021
Judul Tesis : English Foreign Language Teachers Teaching By
Using Technological Pedagogical Content
Knowledge (TPACK) in The Era of Covid-19
Pandemic

Mahasiswa tersebut di atas sudah selesai masa bimbingan tesis serta

penulisan BAB I, II, III, IV, dan V dan disetujui untuk pendaftaran Seminar
Hasil Tesis.

` Jakarta, 7 Agustus 2021

Dosen Pembimbing 1 Dosen Pembimbing 2

Prof.Dr. Ratna Sari Dewi, M.Pd Dr.Alek, M.Pd.

NIP. 19720501 199903 2 013 NIP. 196909122009011008
 NAMA : Nurbani Syifa
NIM : 21170140000022
Jurusan/Prodi : Master Pendidikan Bahasa Inggris
Tanggal Pengesahan : 12 Agustus 2021

Penguji Seminar Hasil Tesis

No Nama Dosen NIP
1. Dr. Fahriany,M.Pd 197006111991012001
2. Dr. Farida Hamid,M.Pd 19631010199102003

Judul Tesis:
English Foreign Language Teachers Teaching Using Technological
Pedagogical Content Knowledge (TPACK) in The Era of Covid-19 Pandemic

Status *)
( ) Disetujui
( ) Tidak Disetujui

` Jakarta, 11 Agustus 2021

Dosen Penguji 1 Dosen Penguji 2

Dr. Fahriany,M.Pd Dr. Farida Hamid,M.Pd

NIP. 197006111991012001 NIP. 19631010199102003
 ABSTRACT

Nurbani Syifa, 21170140000022, 2021 - English Foreign Language

Teachers Teaching Using Technological Pedagogical Content
Knowledge (TPACK) in the Era of Covid-19 Pandemic (A Descriptive
Qualitative Study)

This study aimed to find out how the EFL learning process during the Covid-
19 Pandemic and technological Pedagogical Content Knowledge (TPACK) in
every aspect of learning. This research was conducted on 30 English teachers
consisting of 10 English teachers in elementary schools, 10 English teachers in
junior high schools, and 10 high school teachers. This study used the descriptive
qualitative method by using triangulation of instrument data sources. 10
participants were interviewed and 30 questionnaires. Interview to find out how
the process of learning English during the Covid-19 pandemic and a
questionnaire to find out how much Technological Pedagogical Knowledge
(TPACK) components were used. In the results of this study, researchers found
several learning activities carried out by teachers using the TPACK component
for several learning processes. In the learning series, especially pre-teaching,
English teachers were also supported by four components, namely
Technological Knowledge (TK), Content Knowledge (CK), Pedagogic
Knowledge (PK) and Technological Content Knowledge (TCK). In this study,
it was found that there are two feedbacks used by English teachers, namely
corrective feedback and constructive reflective feedback. The feedback
provided by English teachers during the Covid-19 Pandemic was supported by
Component Technology Pedagogical Knowledge (TPK) and the learning
evaluation used by English teachers was formative evaluation and formative
evaluation. In this evaluation activity learning is also supported by the
Pedagogical Content Knowledge (PCK) component.

Keywords: TPACK, Covid-19 pandemic, EFL Online Learning Activities

1
 ABSTRAK

Nurbani Syifa, 21170140000022, 2021 - Guru Bahasa Inggris Inggris Mengajar

Menggunakan Technological Pedagogical Content Knowledge (TPACK) Pada
Masa Pandemik Covid 19 (Studi Deskriptif Kualitatif)

Tujuan penelitian ini adalah untuk mengetahui bagaimana proses pembelajaran

EFL selama masa Covid-19 Pandemic dan juga penggunaan Technological
Pedagogical Content Knowledge (TPACK) pada setiap langkah
pembelajarannya. Penelitian ini dilakukan kepada 30 guru bahasa Inggris yang
terdiri dari 10 guru bahasa Inggris di Sekolah Dasar, 10 guru Bahasa Inggris di
Sekolah Menengah Pertama, dan 10 guru Sekolah menenah Atas. Penelitian ini
menggunakan metode descriptive qualitative dengan menggunakan triangulasi
sumber data instrument yaitu 10 peseta yang interview dan 30 questionnaire.
Interview untuk mencari tahu bagaimana proses pembelajran bahasa Inggris
pada masa Covid-19 pandemic dan questionnaire untuk mencari tahu seberapa
banyak penggunaan components Technological Pedagogical Knowledge
(TPACK). Hasil dari penelitian ini ditemukan beberapa kegiatan pembelajaran
yang dilakukan oleh guru dengan menggunakan component TPACK kepada
beberapa proses pembelajaran. Pada rangkaian pembelajaran khususnya pre-
teaching juga guru bahasa Inggris didukung oleh empat komponen yaitu
Technological Knowledge (TK), Content Knowledge (CK), Pedagogicl
Knowledge (PK) dan Technological Content Knowledge (TCK). Pada
penelitian ini, ditemukan dua feedback yang digunakan guru bahasa inggris
yaitu corrective feedback dan constructive reflective fedback. Feedback yang
dilakukan guru Bahasa Inggris pada masa Covid-19 Pandemic didukung oleh
Component Technology Pedagogical Knowledge (TPK) dan evalusi
pembelajaran yang digunakan oleh para guru bahasa Inggris adalah formative
evaluasi dan formatif evaluasi. Pada kegiatan evaluasi ini pembelajaran juga
didukung oleh komponen Pedagogical Content Knowledge (PCK).

Keywords : TPACK, Pandemic Covid-19, Aktivitas pembelajaran daring

2
 ACKNOWLEDGEMENT

In the name of Allah, the Most Gracious, and the Most Merciful. All praises
and gratitude be to Allah SWT. Because of His continuous blessing, the writer
can complete this thesis. Peace and salutation be upon to our prophet
Muhammad SAW, his companions and his followers.
This is one of the writer’s greatest pleasure to express gratitude to all of the
lectures, family, friends, and institutions, who have helped and contributed
to conducting the research and finishing this thesis. Hence it becomes a
complete writing which can be presented to the Faculty of Educational Sciences
in partial fulfilment of the requirement for Master Degree in English Education.
The writer would like to thank to her advisor, Prof. Dr. Ratna Sari Dewi, M.Pd
who had given much of her time, attention, and support to guide the writer in
preparing and
finishing this thesis. The sincere thank is also delivered to the dearest family,
particularly
her mother, father, sister and her little brother for their love, prayer, care, and
support during
her academic years at State Islamic University Syarif Hidayatullah Jakarta.
The sincere gratitude also goes to:
1. Dr Sururin, M.Ag., the dean of the Faculty of Educational Sciences.
2. Prof. Dr Ratna Sari Dewi M.Pd., the head of Graduate Program of English
Education, Faculty of Educational Sciences.
3. All lecturers of Graduate Program of English Education, Faculty of
Educational
Sciences.
4. All the EFL Teachers who participated in this Research
5. The writer classmates of Graduate Program of English Education, Faculty
of
Educational Sciences.
6. And all of the people who given motivation and contribution in the thesis
completion.
Thank you very much for all support and encouragement. May Allah bless
them all.

Aamiin.
Jakarta, August 9 August 2021
,

3
 Table of Contents
ABSTRACT .................................................................................................... 1
ACKNOWLEDGEMENT ............................................................................. 3
CHAPTER 1 ................................................................................................... 7
INTRODUCTION.......................................................................................... 7
A. Background Of The Study .................................................................... 7
B. Focus and Sub-focus Of The Research (Identification of The Reearch)
………………………………………………………………………...8
C. Limitation of The Research .................................................................. 8
D. Research Question ................................................................................ 8
E. Research Objectives .............................................................................. 9
F. Research Significance ........................................................................... 9
CHAPTER II ................................................................................................ 10
LITERATURE REVIEW ........................................................................... 10
A. Curriculum .......................................... Error! Bookmark not defined.
1. Definition of Curriculum ................. Error! Bookmark not defined.
2. Development of Curriculum ............... Error! Bookmark not defined.
3. Online Curriculum Design.................. Error! Bookmark not defined.
B. Online Instructional Material................................................................. 10
1. Definition of Online Instructional Materials ................................... 10
2. The Strength of Online Instructional Materials............................... 10
3. Benefits of Online Teaching Materials............................................... 10
4. The challenging of Online Instructional Materials ............................. 11
C. Preparation Of Online Learning Process ............................................... 12
D. Feedback ................................................................................................ 12
1. Definition of Feedback .................................................................... 12
2. Types of Feedback .......................................................................... 13
3. Online Learning Feedback .............................................................. 13
4. The Advantages of Online Learning Feedback .................................. 14
5. The Challenging of Giving Online Learning Feedback ..................... 14
E. Evaluation and Assessment ................................................................... 14

4
 1. The Definition of Evaluation and Assessment ................................. 14
2. The Kinds of Assessment ................................................................ 15
3. Online Learning Assessment and Evaluation ..................................... 15
5. The Challenges of Online Learning Assessment and Evaluation....... 17
B. Technological Pedagogical Content Knowledge (TPACK) ............... 17
a. Technological Knowledge (TK)...................................................... 19
b. Content Knowledge (CK)................................................................ 20
c. Pedagogical Knowledge (PK). ........................................................ 20
d. Pedagogical Content Knowledge (PCK) ......................................... 20
e. Technological Content Knowledge (TCK). .................................... 20
f. Technological Pedagogical Knowledge (TPK) ............................... 21
1. Technological Pedagogical Content Knowledge (TPACK) Diagram
Learning ..................................................................................................... 21
a) High-Tech, Student-Centered.......................................................... 21
b) High-Tech, Teacher-Centered ......................................................... 21
c) Low-Tech, Teacher-Centered.......................................................... 22
d) Low-Tech, Student-Centered .......................................................... 22
2. Impact of Implementing Technological Pedagogical Content
Knowledge (TPACK) ............................................................................. 24
C. Previous Related Study ....................................................................... 25
D. Theoretical Framework ....................................................................... 26
CHAPTER III .............................................................................................. 27
RESEARCH METHODOLOGY ............................................................... 27
A. Design and Method of the Research ................................................... 28
B. Participant and Sample ....................................................................... 28
C. Research Setting.................................................................................. 28
D. Research Instruments .......................................................................... 28
1. Questionnaires ................................................................................. 29
2. Interview.......................................................................................... 31
E. Data Collecting Procedures................................................................. 32
F. Data Analysis Procedure ..................................................................... 33
G. Trustworthiness ............................................................................... 33
CHAPTER IV............................................................................................... 34
5
FINDING AND DISCUSSION ................................................................... 34
1. The Curriculum EFL Teachers Use when Teaching by Using all
Technological Pedagogical Content Knowledge ...... Error! Bookmark not
defined.
A. Elementary School EFL Teachers .... Error! Bookmark not defined.
B. Junior High School EFL Teachers .... Error! Bookmark not defined.
C. Senior High School EFL Teachers ... Error! Bookmark not defined.
2. 2. Learning Process Activities Using The Components of
Technological Pedagogical Content Knowledge ....................................... 35
3. EFL Teachers Feedback and Components of Technological
Pedagogical Content Knowledge (TPACK) .............................................. 41
A. Elementary School EFL Teachers .................................................... 42
B. Junior High School EFL Teacher ..................................................... 42
C. Senior High School EFL Teacher ..................................................... 42
4. EFL Teachers Evaluation When Teaching by Using The Components
of Technological Pedagogical Content Knowledge ............................... 44
A. Elementary School EFL Teachers .................................................... 44
B. Junior High School EFL Teacher ..................................................... 44
C. Senior High School EFL Teacher ..................................................... 45
B. DISCUSSION........................................................................................ 47
1. The Curriculum and Technological Pedagogical Content Knowledge
(TPACK) component During Covid-19 Pandemic ................................ 47
2. Learning Process Activities Using The Components of Technological
Pedagogical Content Knowledge During Covid-19 Pandemic .............. 49
3. EFL Teachers Feedback and the Components of Technological
Pedagogical Content Knowledge (TPACK) During Covid-19 Pandemic50
4. EFL Teachers Evaluation and Components of Technological
Pedagogical Content Knowledge During Covid-19 Pandemic .............. 51
BAB V ........................................................................................................... 52
CONCLUSION AND SUGGESTION ....................................................... 52
A. Conclusion ............................................................................................. 52
B. Implication ............................................................................................. 53
C. Limitation and Future Research ............................................................ 53
References ...................................................... Error! Bookmark not defined.

6
 CHAPTER 1
INTRODUCTION

A. Background of The Study

Information Communication and Technology (ICT) is an integral part of
today's learning. He has a very important role in supporting the teaching and
learning process, especially learning using online platforms. In line with this
respect, Husaini (2017) mentioned that ICT has a positive impact for increasing
the openness and spread of information and knowledge to and from around the
world across time and space boundaries, especially in education sectors. The
availability of Information and Communication Technology (ICT) in schools
today does not automatically guarantee better and more effective use. Many
teachers need to be trained to make this Information and Communication
Technology (ICT) can be well integrated with education to support student
learning.
The development of ease of communication and information seeking
makes people no longer need to spend business hard to do something. This is very
useful in times like this pandemic. The pandemic that has occurred for about 12
months has almost paralyzed 70% of education. This is supported by government
regulations related to PSBB or Large-Scale Social Restrictions (PP 21:2020)
which result in teachers and students being unable to carry out learning activities
in schools. Innovations were made to avoid missing lessons and difficulties in
completing the semester curriculum. Learning is carried out with an online or
virtual system, where the teacher does videocall with students through supporting
applications. This is considered quite helpful during a pandemic like this.
Learning carried out over a distance without meeting face to face has
positive and negative impacts on students and teachers alike. The reason is, the
material provided is not 100% well accepted because not all students have
supporting technology facilities (Husaini M, 2017). Lack of understanding of this
material also has an impact on subjects, one of which is English. Students are less
able to read and follow English vocabulary well. Not only in terms of speaking
English, but reading and writing in English is also considered lacking. Even more
emphasized is that in speaking English, not all students can practice it in their
own homes. This makes researchers interested in conducting studies on this
subject.

However, even online learning has been running for many years,
researchers still find some problems on the part of the teacher. Some teachers
have not made use of technology, especially the one provided optimally.
Teachers tend to only use presentations and videos. In addition, most teachers

7
 are not able to combine other content and knowledge to be taught in the
classroom. They are also unable to combine pedagogy and other knowledge and
use it appropriately in the learning process. Thus, teachers are not able to
combine content, pedagogy, and technology simultaneously in learning.

In view of all that has been mentioned so far, Technological Pedagogic

Content Knowledge (TPACK) is necessarily for teachers, especially English
teachers for online learning during this pandemic. With that, the researcher wants
to analyze the teachers’ TPACK knowledge of English teachers in Indonesia.
With this research, it is hoped that in the future it can be a consideration for the
teachers to further study several components that must be mastered. Accordingly,
the researcher applies mixed- method research which qualitative and quantitative
information are required in conducting the present study. To obtain a deep study
of Technological Pedagogical Content Knowlegde (TPACK) which are
implemented by English Teachers.
B. Focus and Sub-focus of the Research (Identification of The Reearch)
Based on the background of the research, the focus and sub-focus of the research
were:
1. Ideal learning is based on the Technological Pedagogical Content
Knowlegde (TPACK) which consists of three components, namely
technology, pedagogy, and content knowledge.
2. The difficulties of Applying all the component of Technological
Pedagogical Content Knowlegde (TPACK) for online learning in this
pandemic situation
3. There are several English Teachers in Indonesia have lack of
Technological Knowledge
4. When online learning, several English Teachers are only send the
materials without do students approaching.

C. Limitation of The Research

There are several obstacles experienced by English teachers when
conducting online learning. One of them is not fulfilling the Technological
Pedagogical Content Knowledge (TPACK) component in the learning process.
In this study, the researchers focused on the Technological Pedagogical Content
Knowledge (TPACK) abilities of English teachers during the online learning
period during this pandemic.
D. Research Question
Based on the focus and sub-focus of the research, it can be posed into three
research questions as follows:
1. What were the activities in the learning process when teaching using all
Technological Pedagogical Content Knowledge (TPACK) components?

8
 2. How did English teachers provide feedback when teaching using all
Technological Pedagogical Content Knowledge TPACK components?
3. How did English teachers provide evaluation when teaching using all
Technological Pedagogical Content Knowledge TPACK components?
E. Research Objectives
1. To know and describe the curriculum that English teachers use when
teaching by using all Technological Pedagogical Content Knowledge
(TPACK) components.
2. To know and describe the activities in the learning process when teaching
by using all Technological Pedagogical Content Knowledge (TPACK)
components.
3. To know and describe how English teachers provide feedback when
learning by using all Technological Pedagogical Content Knowledge
TPACK components.
4. To know and describe English teachers provide evaluation when learning
by using all Technological Pedagogical Content Knowledge TPACK
components.
F. Research Significance
Researcher hope to contribute in the field of research on the situation
and the current state in a pandemic era that must the fulfill all component of
Technological Pedagogical Content Knowledge (TPACK) in online learning
English during a pandemic. However, the researcher hopes that it can provide
some benefits for language teachers. This research is expected to provide
important information about the important components that must be mastered
by English teachers. English teachers can take advantage of the research results
as attention and improvement in the teaching of online learning.

9
 CHAPTER II
LITERATURE REVIEW

A. Online Instructional Material

1. Definition of Online Instructional Materials
The general term for online instructional materials is e-learning. During
the last decade, learning technologies have expanded significantly to improve
access to education. E-learning is conceptualized in any way about using
information technology to transmit learning content. When it comes to using
the internet for delivery, it involves knowledge of information, learning of
conceptualization, and construction of meanings to improve the users’ basic
knowledge, understanding and skills, and finding time and space for that.
People learn. The e-learning solutions include the integration of three elements:
content, technology, and services.
Some controversies have attracted the attention of e-learning. "E-
learning, if used well, could be as good as in the classroom. It provides a rich,
engaging, and motivating experience for students (Khoiroh,Munoto, Arifah
(20017). E-learning not only increases access opportunities but also improves
students' learning goals, broadens the experience, explore incomplete
visualization, and gives students the rescreationbility to independently organize
and manage learning time.
2. The Strength of Online Instructional Materials
According complete visualization some of the added value of e-learning
that can be obtained in its application to an institution include:
a. Increased productivity; through e-learning
Travel time can be reduced so that a person's productivity will not be
lost because of the journey he has to take to obtain the education/training
process so that he will be able to provide more benefits for his institution.
b. Business value create; synonymous with institutional assets, human
resource
competencies can also depreciate. Renewal of these competencies can
be done including through e-learning so that competencies always provide
business value through creativity and innovation of human resources.
c. Efficiency the competency development process can be carried out in a
relatively shorter time and covers a larger number.
d. Flexible and interactive;-learning activities can be carried out from any
location as long as it has a connection with the source of knowledge and
interactivity is possible directly or indirectly and incomplete visualization
(multimedia) or not.
3. Benefits of Online Teaching Materials
Some researchers believe that online teaching materials have many
advantages over traditional learning methods. Benta, Bologa, Dzitac (2014)
10
wrote a scientific article (case study) describing their experience in using e-
learning platforms to support traditional research. They use e-learning as
interactive online teaching material. The purpose of this experiment is to
motivate students and allow them to prepare individual and team assignments
through e-learning. Use of e-learning platforms
a. Teacher-student exchanges improve student satisfaction with the course.
This is not the only positive aspect of the use of e-learning methods in
traditional education
b. He changed the opinion of many students about the assignment and
submitted the assignment during the learning process.
c. E-learning has been shown to add greater work.
d. Using e-learning to support traditional research provides an opportunity to
allocate more time and resources to courses.
4. The challenging of Online Instructional Materials
Nowadays, language learning and teaching have the instructions become
interesting topics. The instructions all over the world. Although the teaching
and learning of English have experienced many challenges and problems for
decades, the important role of English as a foreign language teacher has been
realized by developing powerful curriculum innovations that help overcome
obstacles (Jiang, Zhang, May, and Qin, 2018). Unfortunately, despite all the
positive feedback and benefits reported by various studies, there are still some
challenges that need to be emphasized.
Another challenge is the era of development that requires teachers to use
e-learning for the learning process. Awareness of students and parents as well
as limited knowledge and skills regarding the use of technology (Au-Yong-
Oliveira et al., 2018). Many of them do not believe that traditional classes may
be more useful than online classes (Che Mus, Koo, & Azman, 2012). Moreover,
bandwidth and connectivity limitations in all parts of the country are not the
same, and therefore, teachers prefer to stop implementing new technologies in
their classrooms (Yadov, Gupta, & Khetrapal, 2018). In addition, there are
several more challenges to the use of e-learning described by research in
Ksenija & Lapina (2015).
a. The Lack of Social Presence
The learners interact in real life with their peers (students). Strong
feelings of loneliness may arise. These feelings can be serious obstacles –
“stumbling blocks to learning” (Valsamidis, et al., 2014, p.513). Sometimes
react too negatively to some information or feedback, given by the teacher or.
Students also react very negatively, if they don't get an answer from the teacher
as quickly as they believe they should.
b. There is no physical contact between the Educators and the Learners
The feeling of disorientation in the classroom may be the feeling of
adapting to the media, technical difficulties, limited resources, or inability to
ask questions spontaneously or receive clarification in real-time” (Barreau,
11
2000, p. 80). This behavior occurs because the student does not see the real
people. Teachers and students have a feeling that robots are doing homework,
exams, teaching have and tests, or sending them messages. Do not act in the
same way as traditional learning when the students will form respect and
courtesy to you. Valsamidis et al. (2014,) observed that it takes a long time for
the trust between students to develop.
c. Un-concrete time of Feedback
Another major challenge for online teaching material is student
isolation: “For some students, the personal flexibility of e-learning means 24/7
access to the teachers. In reality, such an opportunity is almost impossible.
When a slow response occurs, students will feel very frustrated, unhappy, and
dissatisfied. The same is true for homework feedback: if students do not receive
feedback from the tutor at a certain time, they will be very angry. Another
difficulty is that this "specified time" depends on the expectations of the
students. It is perfectly normal for some students to receive feedback after five
days, while others decide that they should receive feedback "now".

C. Preparation of Online Learning Process

Current teaching methods must prepare an online learning environment
(Baran & Correia, 2014; Baran, Correia, & Thompson, 2013). Teaching in an
online learning environment requires a different pedagogical approach from
teaching in a face-to-face learning environment (Baran & Correia, 2014; Baran
et al., 2013). The pedagogical approach includes learner-centered learning
theory, teaching and learning methods, and methods for evaluating learning
outcomes (Shea, Li, Swan, & Pickett, 2005). The pedagogical approach helps
students progress through a process of critical inquiry or deep learning
(Garrison et al., 2000).
Several studies have demonstrated the importance of preparation for
teaching in online learning environments through exploring the changing roles
of architecture, pedagogy (Ryan, Hodson-Carlton, & Ali, 2004), and perceived
skill level (Ali et al., 2005) when switching to an online teaching environment.
Ryan, Hodson-Carlton, and Ali (2004) reveal the following six dimensions of
online teaching that should be considered when moving from a face-to-face
learning environment to an online classroom: 1) addressing architectural issues,
2) redesigning learning courses 3) addressing communication 4) developing
partnership 5) managing time, and 6) dealing with technology.

D. Feedback
1. Definition of Feedback
Feedback has long been recognized as an important but difficult issue
for teachers working in a variety of global contexts and disciplines, including
but not limited to L2 education (Evans, 2013; Lee, 2017; Winstone & Carless,
2019). Hattie (2012) provides a generic definition of the term feedback, drawing
12
on theories of classroom psychology. He defines feedback as “the output of a
system becoming an input to the same system, causing the system to respond
dynamically to its previous products.” That is, feedback does not occur at
random, but rather as part of a complex system of other subsystems that are
interconnected and mutually influence each other.
Havnes et al. (2012), on the other contrary, consider feedback to be a
social act because it encompasses all of the aspects (context, participants,
medium, and goal) that collectively give any communicative act its identity.
Feedback, like other communicative acts, occurs in a specific context
(institutional, pedagogical); it occurs between participants with specific
identities (teacher/peer/learner); It has a specific medium (peer, conference,
written remarks) to carry out certain educational, pedagogical and social
purposes. Therefore, a consideration of all these aspects would help to ensure
that feedback is properly interpreted.
2. Types of Feedback
Evidence published concerning the kind of feedback that is most the
instruction sets who are ready to write in online courses is growing. Álvarez,
Espasa, and Guasch (2011) have studied feedback types for online learning
tasks and identified four different types:
A) Corrective feedback, Corrective feedback is the feedback that is
specific to the requirements of the assignment and content. For example,
“The instructions called for x, however, x was not included.”
B) Epistemic feedback, epistemic feedback includes prompts or questions
for further thought and explanation or clarification. For example, “Say
more about how this concept relates to the point you make.”
C) Suggestive feedback, Suggestive feedback contains ad- vice,
expansion, or ideas to improve an idea. For example, “By giving an
example of courage after you describe the concept would make the
meaning of courage clearer.”
D) Epistemic and suggestive feedback, Suggestive feedback contains ad-
vice, expansion, or ideas to improve an idea. For example, “By giving
an example of courage after you describe the concept would make the
mean of courage clearer.
In a subsequent study, the quality of the performance of the learner was
greatly improved through epistemic feedback and suggestive feedback (Guasch,
Espasa, Alvarez, & Kirshner, 2013). The eviction supports the intervention,
which makes it possible for educators to incorporate in their practice the
question of promoting critical thinking in learners.
3. Online Learning Feedback
Based on the above definition, teacher feedback during the COVID-19
pandemic due to the closed-down school and the massive shift to online
education seems even more difficult. Due to COID-19's "new normal',' it is
timely and important for teachers to consider whether or not their feedback

13
practice and the corresponding factors that can shape such changes. However,
there is limited research into this line of inquiry, due in part to the recent
COVID-19.
Online learning feedback is an important development ability for
educators, as it guides the development of learners. Because feedback is
important to the learning process, an educator can provide effective online
feedback. The teachers' abilities to provide learners with online feedback vary
from offering face to face face-to-face cause non-verbal communication is
absent in written online feedback. (tone of voice, facial expressions).
4. The Advantages of Online Learning Feedback
Initially, there would be pear to be no direct impact on students'
feedback as regards the initial benefit of technology-based approaches such as
plagiarism monitoring, (Baker et al, 2008; Batana, 2010), and the reported
reduced labor burden for faculty (Buckley & Cowap, 2013). Research has
shown, however, that the advantages for the employees tend to lead to more
targeted and therefore more effective feedback provided to the students
(Ambler et al., 2014).
In addition to the employee perks, the students also get the benefit
directly. Online evaluation facilitates submissions and is typically deemed
simple access during feedback (Ambler et al., 2014; Bridge & Appleyard, 2008;
Hast & Healy, 2016).
The main benefit to be taken into account. Online feedback saves
students time, trip costs, and other costs, such as printing tasks (Bridge &
Appleyard, 2008; Hast & Healy, 2016)For example, reduced travel time
impacts students' impression of the quality of their job, because the saved time
may be employed for the task, particularly concerning revision proofreading
(Hast & Healy, 2018).

5. The Challenging of Giving Online Learning Feedback

A number of several of several of the assessment criteria (MacArthur,
2016; Moore & MacArthur, 2012).
A Students may be able to diagnose nasal issues, but they may lack
correction techniques. Finally, pupils may be unable to grasp the public and
their requirements (MacArthur, 2012).
E. Evaluation and Assessment
1. The Definition of Evaluation and Assessment
Evaluation or assessment is fundamental to formal higher education.
Evaluation is a fundamental component of efficient learning, as described in
Bransford, Brown, and Cocking (2000, pp. 1-28). The authors say that teaching
and learning processes must be evaluated so that students may exhibit their
increasing abilities and get help to improve their learning.
During the concerning evaluation, the value assessment element is
added to the evaluation. It deals with the implementation of its conclusions and
14
involves a certain assessment of the efficacy, social or desirability of a product,
process OF THE development in terms of well-specified and accepted targets
or values. Recommendations for positive action are typically included in the
evaluation. Evaluation therefore institutes qualitative estimate of the condition
that prevails. It requires proof that the program is successful adequate, or good
(Manichander, 2016)
1. The Kinds of Assessment
In this study, the term evaluation is used intentionally to quantify
student success and advances in a learning process. There are two main kinds
of evaluation: formative and summative evaluations.
A) Summative Assessment assesses what pupils learned or after a specific
time at the end of an educational unit. It may also be used to determine
whether the targeted learning goals have been accomplished or that the
necessary skill levels have been attained (Challis, 2005). The summative
evaluation usually involves scoring for grades or other accrediting
reasons.
B) Formative evaluation is often used in class as a source of feedback to
enhance teaching and learning (Hargreaves, 2008). This can also be
called the learning appraisal which takes place during the learning
sequence to encourage learning. Formative evaluation activities are
incorporated in instructions to monitor learning and to assess the
comprehension of learners for instructional modifications and
information through continuing, timely feedback until a target level of
knowledge is attained.

3. Online Learning Assessment and Evaluation

The evaluation and evaluation of online courses serve several objectives
for students, professors,d educational system, and program managers.
Evaluation information from online courses may help the faculty decide how
students will achieve learning goals, diagnose issues with learning in certain
areas, provide targeted feedback or supplementary studies (Peterson, 2016), and
make summary judgments on grades or retention.
However, this assessment or evaluation information is also useful for
evaluating the online course to achieve student learning results and can inform
choosing of revised instructional materials or evaluations not properly carried
out, changing the curriculum more extensively, selecting appropriate
experiments and technologies to support such experience or even to help those
experiences.
A student learning evaluation was carried out utilizing quizzes,
discussion forums, examinations, final documents, position papers, (text-based
or multimedia) final projects, peer assessments, self-assessments, and reflection
in Martin, Ritzhaupt, and Kuma,r and Budhrani (2019). Six of the eight sessions
utilized weekly or frequent intervals to examine the content of pupils’ reading,
15
comprehension, and learning. These tests were occasionally automatic
feedback, were time,d and were open book in the instance of one professor.
4. Benefits of Online Learning Assessment and Evaluation
This section shows the benefits of online evaluation and assessment in
many fields: students, teachers, institutions, and education goals.
A) Students
Students prefer online evaluation because they have greater control,
pleasant interfaces, and exams, which seem like learning and leisure activities,
such as games and simulations (Ridgway, McCusker, & Pead, 2004). In
comparison with paper examinations, e-assessment gives rapid feedback to
enhance the level of study (Gilbert, Whitelock, & Gale ,2011). E-evaluation can
increase student performance (Gilbert, Whitelock and Gale 2011) thus studied
at the Universities of Gamorgan and Leeds Metropolitan University. Since then,
it improves the incentive of students to improve their results (study at
Winchester University) (Marriott, 2009). It also enables students in remote
regions study and evaluates in places maybe be taken anytime so that students
can have the examinations in flexibility. (Thomas, Williams, 2009).
B) Teacher
The paper test takes the instructor time to correct each paper, while re-
evaluate saves the teacher time (Eljinini & Alsamarai, 2012). E-evaluation
helps the teacher enhance feedback quality for the pupils. E-assessment allows
the professor to monitor and analyze pupils through several evaluations
(Ellaway & Master, 2008). E-assessment can lessen the strain on teachers to
evaluate huge numbers of students (Nicol, 2007).
C) Institution
Increasing the number of pupils, increasing the requirement for a rapid
and accurate evaluation technique (Way, 2012). Universities also require quick
findings, which may readily be increased by e-assessment, to provide spaces for
suitably eligible candidates. In addition, online evaluation lowers the cost of
student appraisals for schools as time falls (Gikandi, Morrow, & Davis, 2011).
In addition, the E-evaluation has its security package which offers questions
and enables students to duplicate questions and also contains identification
checks and verification of passwords to guarantee the student's identity
(Gikandi, Morrow, & Davis, 2010). It helps to decrease differentiate order by
posing different questions (Peterson, 2013).
D) Objectives for Education
Online assessment promotes educational aims by promoting
competencies such as criticism, cognitive processes reflect, and group-based
project facilitation. Furthermore, it encourages, to comprehend and
communicate the problem, particularly in the area of mathematical and
scientific literacy, new educational goals which aim at problem solutions
utilizing mathematics, science, and information technology. Furthermore, it
delivers more exact answers than paper tests using adaptive testing, which
16
 varies the difficulty of the exam following the user response by raising the
problem if it properly responds and reducing the difficulty if it picks the wrong
answer (Ridgway,McCusker, &Pead, 2004).
5. The Challenges of Online Learning Assessment and Evaluation
Online assessment and evaluation might encounter some obstacles for
higher education. Different research examined and proposed solutions to these
challenges:
A) Inexperienced computer student or online evaluation student. Students
require training from the start to learn about online evaluation and
assessment (Way, 2012).
B) Computer and internet accessibility. The institutions must give
laboratories with complete equipment and Internet connectivity to these
students to solve this problem (Way, 2012).
C) Poor development of technical infrastructure, especially in Indonesia.
To establish and manage the online assessment and evaluation system,
the government should offer complete facilities.
D) Ridgway et al. (2018) talked with students open replies such as
explanations about difficulties with the evaluation and correction of
questions. Some solutions were illustrated. The first achievement is to
compare the relationship between the computer and human judges and
the relationship between two human judges' values.
E) It is tough to evaluate collective projects. It requires a monitor of
communication skills, assessment, and comments on group work, an
evaluation of each member and the entire group. For this activity, it is
difficult to utilize a computer.
F) Some teachers do not know technology, or most utilize first-time online
evaluation. For the online assessment system, teachers need training
(Jordanan & Mitchell, 2009

B. Technological Pedagogical Content Knowledge (TPACK)

The Technological Pedagogical Content Knowledge (TPACK)
framework is increasingly use by educational technology researchers around the
world who are interested in issues related to the technology integration.
Technological Pedagogical Content Knowledge (TPACK) has been introduced
as a conceptual framework for the knowledge base teachers need to effectively
teach with technology (Sintawati M pp 417:2019). This is very helpful for
teachers during a pandemic, when their learning activities are blocked by
distance from students. The notion of such work stems from the integration of
technology in a particular educational context benefiting from a careful
alignment of technology content, pedagogy and potency.
Before the name was known, it became as it is today, technological
pedagogical content knowledge (TPACK), it was known first as Pedagogical
Content Knowledge (PCK). The term Pedagogical Content Knowledge (PCK)
17
first appeared in Shulman's article in 1986. Shulman stated that a combination
of pedagogical knowledge and content knowledge was needed for teaching.
According to Shulman, Pedagogical Content Knowledge (PCK) from a teacher
is very important to create useful learning for students.Theconcept
epistemological of the Pedagogical Content Knowledge (PCK) method can be
described as the relationship between basic knowledge and content and

Image 2.1 omains of pedagogical content knowledge

From this picture, it can be seen that Pedagogical Content Knowledge (PCK)
is a combination of content knowledge and pedagogical knowledge that is
applied by teachers in classroom learning by paying attention to the existing
context (Hurrel, 2013). Furthermore, because currently information and
communication technology is developing very rapidly and starting to enter
schools evenly, so that students and teachers are getting used to using
information and communication technology in their daily lives. At that time,
several school principals determined that it was time for teachers to start using
technology as a tool in helping teaching. However, integrating information and
communication technology in classroom learning is a challenge that is not easy
to face. To answer these challenges, an important theoretical framework that is
emerging today in the use of information and communication technology by
teachers is Technological Pedagogical Content Knowledge (TPACK).
Research on Technological Pedagogical Content Knowledge (TPACK) was
conducted by Cheng, Xie (2018). The study reviewed 74 literatures including journals
and articles related to Technological Pedagogical Content Knowledge (TPACK). The
results of this study imply that teachers need Technological Pedagogical Content
Knowledge (TPACK) for effective learning in the classroom although more in-depth
research on Technological Pedagogical Content Knowledge (TPACK) still needs to
be done. There are many benefits to using technology in learning. Nasution (2018: 14)
describes the benefits of technology in the learning process, namely, 1) for students to
increase attention, concentration, motivation, and independence, 2) for teachers to
reduce the use of time to deliver material, make student learning experiences more
enjoyable, design material more attractive, and encourage teachers to increase their
knowledge and skills about computers.
18
 The idea of Technological Pedagogical Content Knowledge (TPACK)
appeared formally in educational journals in 2003 and began to become a hot
topic of conversation in 2005 which was originally abbreviated as TPCK but
changed to TPACK to facilitate the Proceedings of the National Seminar on
Character-Based Learning Innovation Education Innovation Facing the
Economic Community ASEAN 450 pronunciations (Chai, Koh, & Tsai, 2015).
Technological Pedagogical Content Knowledge (TPACK) is a development
of Lee & Kim (2017). Pedagogical Content Knowledge (PCK). Technological
Pedagogical Content Knowledge (TPACK) is a framework for integrating
technology in teaching (Koehler, Mishra, Ackaoglu, & Rosenberg, 2013). They
further explain the three main knowledge studies in Technological Pedagogical
Content Knowledge (TPACK), namely technological knowledge, content
knowledge, and pedagogical knowledge as well as the interaction between each
of the two knowledge.
Based on the TPACK Method, the main reference is how technological
knowledge, pedagogy knowledge, and content knowledge can be put together
in a lesson that will become effective learning materials in a learning context.
The advancement of the Internet is very sophisticated and supports learning, this
technology also provides software for learning and is free of charge like
YouTube. Pedagogy Knowledge, Pedagogy Knowledge is a teacher's method of
teaching learning materials, the use of appropriate and creative models and
methods can make the learning process more effective. Adult learning
approaches such as constructivism, social collaboration, and social
constructivism to form learning communities are examples of learning models
that can be used.
Image 2.2 TPACK Framework

a. Technological Knowledge (TK)

Technological Knowledge includes understanding how to use computer
software and hardware, presentation tools such as presentation documents, and
19
other technologies in an educational context. Technological Knowledge consists
of the ability to adapt and learn new technologies. The existence of this
capability needs to be possessed especially because technological developments
and changes continue to occur.
b. Content Knowledge (CK)
Content Knowledge focuses on knowledge or specificities of scientific
disciplines or subject matter. Content Knowledge is different at each level (for
example, differences in Elementary School and Middle School). A teacher is
expected to be able to master this ability to teach. Content Knowledge is also
important because this ability determines the way of thinking of the disciplines
in any material.
c. Pedagogical Knowledge (PK).
Pedagogical Knowledge describes the general purpose of knowledge for
teaching. This is a collection of skills that teachers must develop in order to be
able to manage and organize teaching and learning activities to achieve the
expected learning objectives. This knowledge includes (but is not limited to)
understanding classroom management activities, the role of student motivation,
lesson plans, and learning assessments. Pedagogical Knowledge describes
knowledge from different teaching methods including knowledge to know how
to organize activities in class so that students' knowledge construction (learning)
is conducive.
d. Pedagogical Content Knowledge (PCK)
Pedagogical Content Knowledge refers to Shulman's (1986) statement that
effective teaching requires more than just a separation of content understanding
and pedagogy. Pedagogical Content Knowledge also recognizes the fact that
different content will suit different teaching methods. For example, learning
speaking skills in English is more appropriate with a student-centered approach
so that learning is more meaningful. In contrast to art appreciation seminars, it
is more appropriate to use teacher-centered. Pedagogical Content Knowledge
has a meaning beyond just being a content expert or knowing general
pedagogical guidelines, but rather an understanding of the specificity of content
and pedagogy.
e. Technological Content Knowledge (TCK).
Technological Content Knowledge describes knowledge from the reciprocal
relationship between technology and content (material). Technology has an
impact on what we know and the introduction of new things about how we can
describe content (material) in a different way that was previously impossible.
For example, now students can learn the relationships between geometric shapes
and angles by touching and playing the concepts on a monitor screen by hand
on their portable devices. The same thing also happens with visual programming

20
software that allows students to design and create programming in their digital
games. Technology allows the discovery of new content or images of content.
f. Technological Pedagogical Knowledge (TPK)
Technological Pedagogical Knowledge identifies the interrelationships
between technology and pedagogy. This knowledge makes it possible to
understand what use of technology is appropriate to achieve pedagogical goals,
as well as enables the teacher to select what tools are most appropriate based on
their suitability for a particular pedagogical approach. Technology can also
provide new methods of teaching that make it easier to apply in the classroom.
For example, the emergence of online learning requires teachers to develop
appropriate new pedagogical approaches.
1. Technological Pedagogical Content Knowledge (TPACK) Diagram
Learning
Based on data from the Indonesian Ministry of Education, it can be
concluded that there are 4 divisions for the teaching method Technological
Pedagogical Content Knowledge (TPACK) :

a) High-Tech, Student-Centered
In the 21st century, namely today, technology used is high and focuses
on students. The methods that can be used are team-based learning, game-based
learning, inquiry-based learning, and personalized learning. This is done so that
students become the full benchmark in learning.
b) High-Tech, Teacher-Centered
Technology used is high but the focus is teachers. what is done is to
provide instructions continuously, keeping students whether students do the
assignment or not. Of course, what is wanted is student-focused learning. The
teacher is not only a material provider but also a source of learning or a material
provider, but one of its functions is as a facilitator.
21
 c) Low-Tech, Teacher-Centered
This quadrant still focuses on teachers but uses little technology. This is
still very traditional, maybe there are still some that use a teacher-focused
approach and don't use much technology. But of course the teacher really wants
to create independent students who are able to learn on their own.
d) Low-Tech, Student-Centered
Whereas in this Quadrant it focuses on students but has not used
technology much. Methods suitable for use are expeditionary learning,
differentiated instruction, contextual learning, and discovery learning.
Based on Koehler, Matthew. 2011 in a journal entitled Approaches to
Developing, there are 7 TPACK components, namely:
1. Technological Knowledge (TK) is knowledge of how to operate computers and
relevant software;
2. Pedagogical Knowledge (PK) is the ability to manage student learning;
3. Content Knowledge (CK) is the subject matter of knowledge such as knowledge
of language, Mathematics, Natural Sciences, etc .
4. Technological Content Knowledge (TCK) is knowledge about how content can
be researched or represented by technology such as using computer simulations
to represent and study the movement of the earth's crust;
5. Pedagogical Content Knowledge (PCK) is knowledge about how to represent
and formulate a subject that makes it understood by others;
6. Technological Pedagogical Knowledge (TPK) is knowledge of how technology
can facilitate pedagogical approaches such as usingdiscussions
asynchronoussuch as forums to support the social construction of knowledge;
7. Technological Pedagogical Content Knowledge (TPACK) is knowledge about
how to facilitate the learning of trainees from certain content through
pedagogical and technological approaches.
So that it is known the relationship between the variables mentioned above,
so we can find out what factors most significantly influence teachers in the
teaching and learning process for the future planning process in order to improve
the quality of professional and ICT-based teachers.
1. Methods Implementing of Technological Pedagogical Content Knowledge
(TPACK)
Research shows that prospective teachers' perceptions of Technological
Pedagogical Content Knowledge (TPACK) are strongly influenced by the
experience of attending lectures related to knowledge of technology and
knowledge of pedagogy and technology (Koh, et.al, 2013). So that the
22
 Technological Pedagogical Content Knowledge (TPACK) method can be said
to be an effective method only if the teacher is able to creatively and innovate
to provide interesting learning material content so that students can easily
understand what is being learned. According to Restiani Agusvita (2013), there
are 8 methods in implementing Technological Pedagogical Content Knowledge
(TPACK) for students:
1) Using ICT to assess students. For example, teachers can use Microsoft Excel to
process grades, use online quizzes to assess student participation, use chat
groups to understand how to communicate via social media and so on.
2) Using ICT to understand learning material. For example, making abstract
material into the form of video animation so that students do not get bored easily
and understand the meaning faster, simulating the principles of speaking English
using interesting animation. Generally, the brain stimulates images faster than
writing.
3) Integrating Information and Communication Technology (ICT) in
understanding students. For example, asking students to visualize their ideas
using Corel Draw, using WhatsApp or email to accommodate student
complaints, providing online consultation forums and so on.
4) Integrating Information and Communication Technology (ICT) in curriculum
design including policies. For example, involving teachers in the development
of digital learning resources, regular discussions on digital content development,
including programs for improving technology updates for teachers and so on.
5) Integrating Information and Communication Technology (ICT) in presenting or
processing data. For example, using the LCD to present academic data, student
master data, student mutation data, making graphs and so on
6) Integrating Information and Communication Technology (ICT) in learning
strategies. For example, developing web-based learning, managing online
discussion forums, conducting teleconferences, using learning videos to
motivate students and so on.
7) Applying Information and Communication Technology (ICT) in the
management of learning. For example, using ICT with a digital platform for
online presence, entering and processing student scores, using academic
information systems and so on.
8) Integrating Information and Communication Technology (ICT) in the context
of teaching. For example providing online-based learning options, creating a
learning environment

23
2. Impact of Implementing Technological Pedagogical Content Knowledge
(TPACK)
The development of information technology today requires educators to
be able to use technology that can support the learning process (Sari, 2017: 17).
One of them that can support the learning process is computer technology. In
addition, the use of media that is often used is Microsoft PowerPoint, but this
media only focuses on students so that students are not active, not active and
just accept the results described by educators in the learning process (Lari, 2014:
30). The results of the use of learning media that have been carried out by
research (Yazdi, 2012: 11) state that learning media that use e-learning students
are limited in the learning process, namely only access to view. This is due to
the lack of interaction during learning. There are several impacts both in terms
of positive and negative aspects of the Technological Pedagogical Content
Knowledge (TPACK) method.
The development of the world of education requires teachers to master
technology to be integrated in the learning process. This is in accordance with
the regulation of the minister of national education no 16 of 2007 which states
that a teacher must have competence in the field of information and
communication technology. Competence in the field of information and
communication technology serves to develop themselves and to support the
learning process. This statement is strengthened by Permendikbud No. 22/2016
in the standard process, namely the learning principle used is that teachers must
be able to take advantage of information and communication technology to
increase efficiency and effectiveness during learning.
There are many benefits to using technology in learning. Nasution
(2018: 14) describes the benefits of technology in the learning process, namely,
1) for students to increase attention, concentration, motivation, and
independence
2) for teachers to reduce the use of time to deliver material, make student
learning experiences more enjoyable, design material more attractive, and
encourage teachers to increase their knowledge and skills regarding computers.
Several studies have also shown that technology has a positive impact
on learning. Research conducted by Wandani (2017) on the use of interactive
multimedia in learning shows that the use of interactive multimedia can be
effective and efficient in increasing student understanding, interest and
motivation. In addition, students also get different learning experiences so that
students are more enthusiastic in participating in learning.
The emergence of technology in mathematics learning is one of the
strategies that can be used to make abstract learning concepts more significant.
Aija and Inga (2012) describe the various benefits of technology in the learning
24
process, namely increasing student learning motivation because the content
presented is in accordance with the development of the digital era, helps students
relate concepts to students' initial abilities, helps teachers create a different
learning atmosphere, the learning process more visual, concrete, fun, and
interesting.
Technological Pedagogical Content Knowledge (TPACK) is the ability
of teachers to carry out learning by integrating learning strategies and
technology. This is what distinguishes the depth of competency mastery for each
subject teacher. TPACK is the optimization of kindergarten used in learning to
integrate CC, PK, and PCK into a complete unit that can produce an effective,
efficient and more attractive learning process (Rahman, 2015) . Rahman further
explained that the learning process meant not only prioritizing cognitive
mastery, but also attitudes and character building of students. The integrity of
TPACK is a prerequisite for a teacher to implement PCK so that learning
approaches, strategies, methods and techniques can be adjusted to the
specifications of the content being taught.
The many benefits of using technology in learning that can be concluded are
certainly a consideration for teachers to take advantage of technology in
learning. However, not all teachers are capable of using technology in the
learning process. This is based on research conducted by Sukaesih, Ridlo, &
Saptono (2017) showing that there are still a few teachers who do not master
technology let alone use it as a learning resource and learning media for the
achievement of basic competencies. The use of technology in the learning
process requires competent teachers. Competent means teachers who can
integrate professional skills, pedagogical skills, and technology in learning.
An institutional teaching syllabus. What we need is a critical appraisal of
language use and language teaching analogous to what we find in other areas of
English study, and a fostering of language awareness in the true sense of the
word with regard to how language functions in social contexts of use.
C. Previous Related Study
TPACK is studied to investigate learners and teachers’ perspectives
regarding the use of technology. Such studies are concerned with different
disciplines and topics that are taught at schools and universities. Migdadi and
Al-Omari (2014) examined some mathematics and science teachers’
perceptions of TPACK. The sample consisted of 273 teachers who answered the
questionnaire. The finding of the study revealed that they have a very weak
understanding of applying technology in their teaching practice. Though aware
of similar studies of TPACK, this piece of research will restrict its review to
studies that focus on EFL.
The other study about TPACK was conducted by Liu and Kleinsasser
(2015) who gathered qualitatively and quantitatively described data from a one-
25
year teacher professional development program which uses technology as a tool
to develop pedagogical content knowledge (TPACK). The study sampled six
EFL vocational high school teachers who were involved in an online EFL
instruction program in order to examine their self-efficacy in using computer
technology and its use in EFL teaching. The result showed the participants’
ability to use computer technology effectively and integrated it in their teaching
practices. These results were further underlined by involving the perceptions of
three university professionals and the students of those teachers.
Concurrently, Ersanli (2016) has also explored on improving
Technological Pedagogical Content Knowledge (TPACK) of pre-service
English Language Teachers.The study involved 59 pre-service English language
teachers enrolled in an ELT methodology course at a state university in
Turkey.The findings of the study showed a significant improvement in language
learning and teaching materials. Oz (2015) also examined the model of TPACK
for EFL pre-service teachers’ level of TPACK development and explored the
combination of content,technology,and teaching practice for quality classroom
lessons.
On the other hand,a case study in chile-It Takes a community to Develop
a Teacher : Testing a New Teacher Education Model for Promoting ICT in
Classroom Teaching Practice in Chile by Charbonneau-Gowdy (2015)
examined the best practice in teachers education programming using technology
model and promoting best practices in their classroom.The finding suggested
pre-service teachers need the support and involvement of larger teacher
education program community as for them to integrate successful technology
integration in the classroom.

D. Theoretical Framework
Technology is one of the real forms of development of a country.
Technological advances have a good impact, not only in the trade sector, which
can conduct online sales and promotions on almost all platforms but also in the
education sector. Technology also has a good impact on the scope of education.
The positive impact of technology to increase the spread of information and
knowledge throughout the world across space and time.
The development of ease of communication and information retrieval
makes people no longer need to spend a lot of money to do something. This is
very useful for this pandemic situation. The pandemic that lasted for more than
12 months has almost paralyzed 70% of education. Innovations are made for leg
of the missing lessons and difficulties in completing the semester curriculum.
Learning is done with an online or virtual system, where the teacher makes video
calls with students through supporting applications. This is considered quite
helpful during this pandemic situation.
The ideal learning is based on Technological Pedagogical Content
Knowledge (TPACK) which consists of three components, namely technology,
26
pedagogy, and content knowledge. If the three components are arranged
properly, then the result is ideal learning. Technological Pedagogical Content
Knowledge (TPACK) refers to the strategy or learning style that is carried out.
In relation to teaching strategies, teaching philosophy is applied and influenced
by background knowledge and experience, personal situation, environment, and
learning objectives formulated by teachers. The ideal portion could be adjusted
to the teacher, whether all access is fully using technology or not.
Based on the research that has been done and the theoretical
framework. This is different from previous studies which were focus on teacher
knowledge of Technological Pedagogical Content Knowledge (TPACK). In this
study, researchers wanted to find out how the role of Technology Pedagogical
Content Knowledge in the learning process during the Covid-19 pandemic.

CHAPTER III
RESEARCH METHODOLOGY
In this chapter, the researcher explains the outline of the research
strategy used in this research. In the first section, the researcher explains the
design of the research. The second section tells about the participant and sample
in this research. The third section states about research setting. The fourth tells
research instrument uses in this research, including explaining about
questionnaire and interview. The fifth section is the data collection procedure.
The sixth section is data analysis. The last tells about trustworthiness in this
research to prove the research.

27
A. Research Method and Design
Descriptive understanding according to Sugiyono (2017:147) Descriptive
analysis is statistics used to analyze data by describing or describing the data
collected as they are without intending to make conclusions that apply to the
public or generalizations. In other words, analytical descriptive research takes
problems or focuses on problems as they are when the research is carried out,
the results of the research are then processed and analyzed to draw conclusions.
So to find out how English teachers do learning using Technological
Pedagogical Components during the covid-19 pandemic. The author uses
descriptive analysis method because it is suitable to know the phenomenon that
is currently taking place.

B. Participant and Sample

The participants of this study consisted of 30 English teachers in Indonesia,
10 EFL Teachers in Elementary School, 10 Teachers in Junior High School
and 10 Teachers in Senior High School. It should be noted that English
teachers participated in this study voluntarily. The sampling technique was
adopted, and the English teacher in this study had to meet two selection
requirements. First, teachers who do online learning. Second, their teachers'
ages ranged from 22 to 45 years.
Tabel 3.1 List of in Each Educational Degree

No Educational Degree Total

1 Elementary School Teacher 10
2 Junior High School Teacher 10
3 Senior High school Teacher 10

C. Research Setting
This research setting contains the location, time, and considerations of the
researcher where the research will be conducted. The research share in
WhatsApp and Facebook EFL teachers members. The researcher choose this
group for several reasons. First, the group is a special group of English teachers
from various regions in Indonesia. Second, the active role of members in the
group. Third, this group is based on wants and needs. Fourth, in this group no
one has ever conducted a similar study.
D. Research Instruments
The research instrument is essential in research as a tool to collect data
from the research. It is used to find out the answer to the research problems.
The data in this research will be taken with two instruments, are questionnaire
and interview.
28
 1. Questionnaires
First data use a questionnaire to know about English teachers’
knowledge regarding the Technological Pedagogical Content Knowledge
(TPACK) component for online learning in this pandemic situation.This
questionnaire adapts the TPACK framework questionnaire compiled by
Koehler, Mishra, Kereluik, Shin, & Graham (2014) which is adapted to the
teaching material to be studied, namely English. There are 7 variables that are
the focus of TPACK, namely Technology Knowledge (TK), Content
Knowledge (CK), Pedagogical Knowledge (PK), Pedaogical Content
Knowledge (PACK), Technology and Contentent Knowledge (TCK),
Technology Pedagogical Knowledge (TPP), Technology Pedagogical Content
Knowledge (TPACK). This questionnaire consists of 42 statements with a
choice of 5 responses Always (1), Usually (2), Often (3), Sometimes(4), and
never (5). The questionnaire in this study was used to classify students based on
technological pedagogical and content knowledge (TPACK) criteria into three
groups, namely: high, medium, and low. The questionnaires will be delivered
through google from. The questionnaire framework is presented below:

No Categories Avarage Persentage

1 High 4,00 – 5,00  80%
2 Small 3,25 – 3,99 65-79%
3 Medium 1,00 – 2,99  64%

Questionnaire Framework 3.1

Questio
Spesific n
Topic Purpose References
Topic number
s
Demographic Nama To get personal - -
Information School information about the
Grade teachers
Age
TPACK Technological  To find the use of 1-5 Alnajaiz &
Components Knowledge sub-component Al-Jamal
Using by (TK) Technological (2019)
Teachers in Knowledge (TK) in
English learning English
Learning  To identify which
Activities part of the learning
process the sub-
component of
29
 Technological
Knowledge (TK) is
used

Pedagogical  To find the use of 6-10 Alnajaiz &

Knowledge sub-component Al-Jamal
(PK) Pedagogical (2019)
Knowledge (PK) in
learning English
 To identify which
part of the learning
process the sub-
component of
Pedagogical
Knowledge (PK) is
used
Content  To find the use of 11-15 Alnajaiz &
Knowledge sub-component Al-Jamal
(CK) Content Knowledge (2019)
(TK) in learning
English
 To identify which
part of the learning
process the sub-
component of
Content Knowledge
(TK) is used
Technological  To find the use of 15-20 Alnajaiz &
Pedagogical sub-component Al-Jamal
Knowledge Technological (2019)
(TPK) Pedagogical
Knowledge (TPK)
in learning English
 To identify which
part of the learning
process the sub-
component of
Technological
Pedagogical
Knowledge (TPK)
is used

30
 Technological  To find the use of
Content sub-component
Knowledge Technological
(TCK) Content Knowledge
(TCK) in learning
English
 To identify which
part of the learning
process the sub-
component of
Technological
Content Knowledge
(TCK) is used
Pedagogical  To find the use of 21-25
Content sub-component
Knowledge Pedagogical Content
(PCK) Knowledge (PCK)
in learning English
 To identify which
part of the learning
process the sub-
component of
Pedagogical Content
Knowledge (PCK)
is used
Technological  To find the use of 26-30
Pedagogical sub-component
Content Technological
Knowledge Pedagogical Content
(TPCK) Knowledge
(TPCAK) in
learning English
 To identify which
part of the learning
process the sub-
component of
Technological
Pedagogical Cbtent
Knowledge (TK) is
used

2. Interview

An interview is a meeting of two people to exchange information and

ideas through question and answer, so that meaning can be constructed in a
particular topic (Esterberg in Sugiyono, 2017: 231). Esterberg (in Sugiyono,
2017) suggests several types of interviews, namely structured, semi-structured,
and unstructured interviews. Researchers used structured interview techniques
31
 to collect initial and unstructured data to validate data. This interview uses
interview guidelines that have been arranged systematically. The first interview,
the researcher asked questions that had been prepared, while the second
interview was included in the in-dept interview category, which was carried out
more freely and openly by asking for opinions and ideas from informants. As
well as conducting this interview so that the author gets valid and accountable
data.
TABLE 3.2
Interview Framework
Topic of Questions The Role of Interview Questions Numbers
Curriculum The researchers ask the 2,3,6,7,10
curriculum are used by
EFL Teachers during
online learning in Covid-
19 Pandemic situation
Learning Process The researcher ask the 1,4,5,7
English learning process
from the beginning to the
end during online in
Covid-19 Pandemic
situation
Teachers Feedback The researchers ask the 8
teacher feedback during
online learning in Covid-
19 Situation
Students Evaluation The researchers ask the 9
teacher evaluation during
online learning in Covid-
19 Situation

E. Data Collecting Procedures

This study uses several techniques to obtain qualitative data. In particular,
this study uses triangulation as a data collection technique. According to
Creswell 2009 (in his book Sugiyono 2017: 24) triangulation works when two
or more independent sources all point to the same series of events or facts. In
this study, researchers used triangulation of data sources by exploring the truth
of information on the use of Technological Pedagogic Content Knowledge
(TPACK) during the Covid-19 pandemic. In this study, using a questionnaire
to determine TPACK's support for the learning process, using open interviews
to find out English learning activities during online learning in the Covid-19
pandemic era, and the last in-depth interview to validate the data obtained from
the two previous sources of information.

32
 F. Data Analysis Procedure
In this research, there are two data gained; they are quantitative and
qualitative data. The quantitative data gain from the questionnaire, while
qualitative data from the interview.
1. Quantitative Data (Questionnaire)
In this research, the quantitative data analyze the use Likert scale to see
the percentage of the result from the questionnaire about English foreign
language teachers teaching by using Technological Pedagogical Content
Knowledge (TPACK) . However, to examine how the English foreign language
teachers teaching by using Technological Pedagogical Content Knowledge
(TPACK) t-test be applied using the Statistical Package. Also, the data from the
questionnaire use a scale Likert with a simple formula. The formula use simple
descriptive static (frequency and percentage). The frequent result and highest
results are considered as parents’ perceptions. The formula is:
P (%) = x 100
Note:
P: percentage
N: total participant
F: frequency
2. Qualitative Data (Interview)
This research use an interview to gain the data. According to Cresswell (2012),
there were six phases in analyzing qualitative data, they are: get all the data,
coding the data, classify the data based on the classification, arrange the data,
and the last interpret the data. According to the statement Cohen, Manion, &
Morrison (2007) stated, qualitative data obtained from interviews were
analyzed via content analysis, which involved organizing, quantifying, and
explaining the data. Because the researcher follows Cresswell format, it means
the researcher gather the participant's data and then write it neatly. After it, the
researcher should give the code and classify it based on the interview categories.
The last, the researcher should describe it in writing as the report of the research
and analyzed it to gain the final result. At the latest, the researcher interprets the
data to achieve the answer to the research questions.
G. Trustworthiness
This research is qualitative research, qualitative methods blended in a
single research. Trustworthiness is needed in research to measure the honesty,
sincerity trusted in research.
However, trustworthiness is needed in research because it uses to
measure qualitative data's validity and reliability. Rallis & Rossman (2009)
explain that trustworthiness asserts a set of standards of the research to assign
that the research has established and conducted competently and ethically. It is
33
one of the procedures used to measure the validity of the research examined. It
is measuring emphasizes the researcher's honesty, acceptability, credibility,
proficiency, and truthfulness in conducting the research. Furthermore, data's
trustworthiness is based on the reality that happens in the field, and it is based
on researcher experiences and participant feelings. However, trustworthiness
helps to avoid and minimize the biases in the research. In conclusion, it can be
complete with the stage of reliability: member checking, triangulation, and
examining (Creswell, 2012).
In this research in qualitative data will be use content validity to the
questionnaire. According to Ihsan (2015) stated that content validity is an expert
judge. Adopted from Ihsan (2015) to interprate the assessment, the researcher
used the data below:
No Score Category
1 1-1.5 Strongly Invalid
2 1.6 – 2.5 Invalid
3 2.6 – 3.5 Less Valid
4 3.6 – 4.0 Valid
5 4.1 – 5 Strongly Valid

The validity and reliability in qualitative data is called as

trustwhortiness. The validity and reliability of qualitative data are called
trustworthiness. Trustworthiness is defined as a set of standards demonstrated
so that the research has been conducted competently and ethically (Rallis &
Rossman, 2009). It is the process where the validity of the research examined
in order to emphasize the honesty, believability, expertise, and integrity of the
researcher.

CHAPTER IV
FINDING AND DISCUSSION

In this study involved 30 English teachers from several schools. Due to

differences in each level of his character, certainly there will be some

34
 differences also in the learning process. Researchers distribute an explanation
on every level of education. Explanations will be based on EFL Elementary
School teachers, EFL Junior High School teachers, and EFL Senior High school
teachers. Researchers collected data from English teachers through interviews
and questionnaires. These findings will be compiled based on the use the
teaching process, Teachers Feedback, and learning evaluation supported by
TPACK aspect.

1. Learning Process Activities Using the Components of Technological

Pedagogical Content Knowledge

From the results of several interviews, researchers found differences in the

learning process of each level of education. At EFL Elementary teachers and
parents look for the simplest way possible for both teachers and students. For
example, the learning process can do virtual zoom if the conditions allow it to
be held, if it is not possible the teacher can only send assignments via WhatsApp
group. In contrast to the learning process described by the EFL Junior high
school teacher, the process includes analyzing what material students need,
preparing e-learning that fit with the material to be delivered, using virtual
meetings directly, and providing an assessment after learning.
In the Learning process, it is also explained that there are four subordinates
TPACKs that must exist in the learning process. Namely, Technological
knowledge (TK), Content Knowledge (CK), Technological Content
Knowledge (TCK), and Technological Pedagogical Knowledge (TPK).
A. Elementary School EFL Teachers
Since the pandemic COVID-19, both teachers and parents seeking the
learning process much simpler and easier (IN02 LP, ) . One simple process is
learning that is learning in virtual meetings (when teachers and students can
meet virtually). A common process that occurs in some elementary schools that
teachers only provide assessments to students through the learning platform
(IN01LP, ).
The process is, the teacher prepares teaching materials using google
forms or other educational games, after that the teacher distributes them to
the class social media group. Class hours when studying online will be
longer than usual. Because, sometimes students ask about lessons outside
class hours.

B. Junior High School EFL Teacher

The researcher found that the learning process is divided into 3 main
stages: First of all, materials are prepared to be based on teachers' discussion
as well as researching what students need and relate. We formulate the module
with its contents, daily topics, language skills practice, games, and feedback

35
activities. Then, the prepared materials are applied or included in e-learning
technology or web, such as Pear Deck and Nearpod platform. So, during the
learning process, students can follow the learning via virtual classroom using
Zoom or Google Classroom. It includes ice breaking activities, trigger questions
session, playing games, explaining materials, students' practice, and feedback
session. Lastly, to conclude what students already learn, I report students'
learning performance, namely Students Report, to know how well they get the
understanding so that both parents and students know the process. Not
forgetting the teacher's quality control, students are also asked to give
comments on my teaching performance in order to know what I need to improve
for the sake of our goodness. This process uses technology help like Google
Form (IN03 LP, ).
The other Junior High School EFL Teacher explained that materials
preparation by observing the curriculum, picking the topics and finding the
resources from digital books or the internet. Then teacher decide the meeting
mode (synchronous or asynchronous). If the meeting is synchronous, the
teacher usually make a presentation in Nearpod platform so the students can
actively join while the teacher combine it with zoom. If the meeting is
asynchronous, the teacher usually sort the materials from a digital book and
convert it into the modules in Canvas Learning Management System (LMS).
The students can finish the modules using their pace (IN04 LP, ).

C. Senior High School EFL Teacher

The researcher find that the teacher encountered some difficulties at the
beginning of online school. Because the Covid-19 pandemic situation was very
different from what was usually done. Self-evaluation was one of the processes
after teaching activity. Because there will be a lot of mistakes that must be made
when facing new things and this will provide better learning process quality in
the future (IN06 LP, ).
The other teacher explain sometimes there are many comments from the
students because they do not understand the learning objectives. The situation
makes the students do not accept the material and learning models was
presented by the teacher. Therefore, the most important process in this learning
is that the teacher must really prepare a good learning design. From the material
research to analysis of student needs (IN07 LP, ).

Tabel 4.2 Table Content Knowledge EFL Teachers during Covid-19

pandemic era

36
 Mea Katego Persentase
Item n ri F (%)
Mediu 1
I use good pronunciation. 2.00 33.3
m 0
Mediu 1
I teach class naturally in English. 2.53 33.3
m 0
I create materials that can enhance Mediu
2.00 6 20.0
your students' learning. m
Mediu 1
I use English comprehension. 2.13 36.7
m 1
Mediu 1
I speak English fluently. 2.07 33.3
m 0
Mediu
Mean 2.15
m

According to several interviews above, Content Knowledge is one

of the first components needed in the learning process. EFL teachers must
prepare and understand in advance the learning material that will be
delivered to students. Based on Table 4.3, it is known that the average
knowledge of English teachers regarding content during online learning is
in the medium category, with an average score of 2.15. It is known that the
English teachers who were respondents in this study generally spoke
English more often during online learning. In addition, teachers also
generally use good pronunciation, and speak English fluently during the
learning process. An overview of content knowledge can also be seen in
the histogram presented in Figure 4.2

Persentase (%)
36.7
33.3 33.3 33.3

20

I use good
IIcreate
teach
pronunciation.
materials
class naturally
that can
in English.
Ienhance
use English
your comprehension.
students'
I speak English
learning.
fluently.

Image 4.3 Histogram Imagean Content Knowledge

Based on Figure 4.2, it is known that 36.7% of English teachers

use and understand English material during the online learning process.
Tabel 4.3 The Figure of Technological Knowledge (TK) on EFL
Teachers during Covid-19 pandemic era

37
 Persentas
Item Mean Kategori F e (%)
I use basic computer hardware (e.g. RAM,
2.43 Medium 5 16.7
network cable, and projector).
I use basic computer software (e.g. media
players, word processing programs,
2.1 Medium 8 26.7
learning application and web page
browsers).
I solve technical problems associated with
hardware (e.g. setting up printers, using 2.67 Medium 6 20
webcams, and changing hard drives).
I solve technical problems related to
software (e.g. installing drivers, setting up
2.5 Medium 10 33.3
Internet connection, and sharing files in
the cloud).
I keep up with important new technologies
2.2 Medium 10 33.3
(e.g. e-books, Facebook, and white board).
Mean 2.38 Medium

After the researchers analyzed the results of the interviews, from

EFL Elementary teachers to EFL Junior High School teachers, they could
not be separated from the use of technology at every step of learning.
Therefore, basic technology skills are a very important component in the
learning process. Having Technological Knowledge and applying it in
teacher learning can make the online learning atmosphere more interactive.
Based on table 4.2 it is known that the average knowledge of English
teachers in using learning technology is in the medium category, with an
average score of 2.38. It is known that the English teachers who were
respondents in this study generally used basic computer software, such as
media players, word processing programs, learning applications and the
web rather than using computer hardware. Therefore, teachers are better
able to solve problems related to software than hardware. In addition,
teachers also generally follow the development of new technologies that
are important for learning, such as ebooks. An overview of technological
knowledge can also be seen in the histogram presented in Figure 4.2.

Persentase (%)
33.3 33.3

26.7

20
16.7
38
 Image 4.3 Histogram Imagean Technological
Knowledge

Based on Figure 4.3 it is known that 33.3% of teachers are able

to solve problems related to software and also closely follow developments
in the field of learning technology.

Tabel 4.4 Figure of Technological Content Knowledge EFL Teachers

during Covid-19 pandemic era
Persentase
Item Mean Kategori F (%)
I use digitized teaching materials with
which the students can learn 2.07 Medium 9 30.0
vocabulary better.
I uses digitalized teaching materials
with which the students can practice 2.07 Medium 10 33.3
better.
I use digitalized teaching materials
with which the students can learn 2.2 Medium 12 40
English better
I uses digitalized teaching materials
with which students can learn English 2.13 Medium 8 26.7
better.
I use digitalized teaching materials
with which the students can understand 2.2 Medium 10 33.3
the target culture better.
Mean 2.13 Medium

In addition to Technology Knowledge (TK) and Content

Knowledge in the learning process, EFL Teachers also need a combination
of both components called Technological Content Knowledge (TCK). This
can be seen from the results of teacher interviews, where they have to adjust
what technology is suitable for delivering English language material.
Therefore, in the table 4.4 above, it is explained that the ability of English
39
 teachers regarding content technology during online learning is in the
medium category, with an average score of 2.13. It is known that the
English teachers who were respondents in this study generally used digital
teaching materials more often so that students could learn English fluently
during online learning. In addition, another purpose of using digital
teaching materials is for students to practice English and understand the
target culture better. An overview of technological content knowledge can
also be seen in the histogram presented in Figure 4.4.

Persentase (%)

40
33.3 33.3
30
26.7

I use digitized I uses digitalized I use digitalized I uses digitalized I use digitalized
teaching materials teaching materials teaching materials teaching materials teaching materials
with which the with which the with which the with which students with which the
students can learn students can learn students can learn can speak better. students can
vocabulary better. pronunciation better. speaking fluently. understand the target
culture better.

Image 4.4 Histogram Imagean Technological Contenct Knowledge

Based on Figure 4.4 it is known that 40.0% of teachers use digital
teaching materials more often so that students can understand English
material during online learning.

Tabel 4.5 Figure of Technological Pedagogical Knowledge EFL

Teachers during Covid-19 pandemic era
Mea Katego Persentase
Item n ri F (%)
I use technologies to motivate your 1
1.8 Medium 33.3
students to learn. 0
1
I use technologies to explain clearly. 1.77 Medium 36.7
1
I use technologies to interact more with the
1.9 Medium 9 30
students.
I use technologies to facilitate teaching
1.83 Medium 7 23.3
activities.

40
I use technologies appropriate for your 1
1.67 Medium 33.3
teaching. 0
Mediu
Mean 1.80
m

In the learning process, the teacher must understand how the

strategy will be used in learning, the methods that will be used. However,
during this COVID-19 pandemic and online schooling, not only pedagogic
understanding, but also technology support for pedagogic understanding is
also needed. Here the researchers found about Technological Pedagogical
Knowledge (PK) data. Based on Table 4.5, it is known that the average
knowledge of English teachers regarding pedagogical technology during
online learning is in the medium category, with an average score of 1.80. It
is known that and generally uses technology to explain English material to
make it clearer and easier to understand during online learning. In addition,
teachers also use technology to motivate students to use technology that is
in accordance with the material being taught. An overview of technological
pedagogical knowledge can also be seen in the histogram presented in
Figure 4.5
Persentase (%)
36.7
33.3 33.3
30
23.3

I use I use I use I use I use

Image 4.5 Histogram
technologies Technological
to technologies to technologies Pedagogical
to technologies toKnowledge
technologies
Based
motivateon
yourFigure 4.5, itinteract
explain clearly. is known
more that 36.7% appropriate
facilitate of teachers
for use
technologystudents to
to explain English material with the to maketeaching
cleareryour teaching.
and easier the
learn. students.
students to understand English materials duringactivities.
online learning.

2. EFL Teachers Feedback and Components of Technological

Pedagogical Content Knowledge (TPACK)

Teacher feedback is one of the important things for student development

in conveying learning goals. At this point the researcher meringues from several
interviews from EFL Elementary teachers, Junior high school teachers, and
EFL Senior High School Teachers. From EFL elementary teacher feedback is
more about providing direct scores on student worksheets, reflective feedback,
giving the students tips and tricks for pen campaign learning goals. Berlin and

41
to EFL Junior High School Teachers teacher give direct feedback to the students
during virtual class orally and after class. Because it was not possible to give
feedback one by one to students, EFL Senior High School Teacher made the
feedback video and share to students messages group.
Because in online learning it will be difficult for Bali teachers to provide
feedback directly to students, teachers must have knowledge of Technological
Pedagogical Knowledge (TPK), namely how technology can facilitate the right
pedagogic approach and how to provide appropriate feedback to students.
A. Elementary School EFL Teachers

To provide material feedback the teacher gives each student a score and
appropriate comments on their work delivered in e-learning. In addition, the
teacher also created a chat forum to facilitate students in responding to the
feedback provided by the teacher. (INP01 TFB , & IN02 TFB, )
The feedback provided by the teacher also provides guidance to each
student on how to make improvements. Teachers not only provide reflective
feedback on performance related to student learning goals, but also the teachers
provide strategies and tips on more effective ways to achieve goals, as well as
opportunities to apply the feedback received.

B. Junior High School EFL Teacher

The teacher explains how to provide feedback on student performance

in two situations, on the spot and after class. Students are given feedback
during the learning process through virtual meetings. I verbally tell them what
they need to improve after the practice material (IN03 TFB, ). Then, the
feedback after is designed to provide overall performance in English class
including scores and comments in all four aspects of language. Another teacher
explained that providing direct feedback on the Learning Management System
(LMS). In addition, to establish two-way communication with students,
sometimes teachers send direct messages to each student via messenger (IN04
TFB, ).
C. Senior High School EFL Teacher
Because the number of students is quite large, it makes it difficult for
teacher to provide feedback personally. The teacher analyzes the mistakes that
are mostly made by students. After that, the teacher made a feedback video to
correct students' mistakes and share the video to the students through online
class group. (IN06 TFB, )
The teacher also provides feedback by asking students to reflect on
themselves. what is the effect of their own English language skills. If they do

42
 not feel there is English ability in them, they have to think and be creative to
improve their English skill (IN04 TFB).

Tabel 4.6 Figure of Technological Pedagogical Knowledge EFL

Teachers during Covid-19 pandemic era
Mea Kategor Persentase
Item n i F (%)
I use a variety of teaching strategies for
English learning Activities during in
2.37 Medium 12 40
pandemic situations (e.g. explanation,
raising questions, and group sharing).
I use different evaluation methods and
techniques for English learning feedback 2.13 Medium 10 33.3
during COVID-19 pandemic situations
I understand students’ learning
difficulties in English learning activities 1.83 Medium 5 16.7
during COVID-19 pandemic situations.
I adjust the ways teach to students
2.03 Medium 11 36.7
performance and feedback.
I manage English learning feedback in my
class during learning distance in
pandemic situations? (e.g. creating a
1.97 Medium 10 33.3
friendly way to deliver the feedbacks, and
developing a good relationship between
students and the teacher).
Mediu
Mean 2.07
m

Before giving feedback to students, the EFL teacher must know

what method is used, how the strategy is to deliver it, and the right way to
improve each student's individual ability. Therefore, Knowledge
Technology (TK) is the most important component before the EFL teacher
gives feedback. In addition to several interviews regarding how EFL
teachers provide feedback, the researcher also finds in Table 4.4 that the
average pedagogic knowledge of English teachers during online learning is
in the medium category, with an average score of 2.07. It is known that the
English teachers who were the respondents in this study generally used
various approach strategies to provide feedback in learning English during
online learning, for example through learning explanations, asking for
obstacles and sharing with friends about difficulties in learning. The
selection of learning strategies is generally adjusted to student performance
and feedback.
43
 40 Persentase (%) 36.7
33.3 33.3

16.7

I use a variety of I use different I understand I adjust the ways I manage English
teaching strategies evaluation methods students’ learning teach to students Speaking activities
for English and techniques for difficulties in performance and in my class
Speaking Activities English speaking English speaking feedback.
activities activities

Image 4.4 Histogram Imagean Pedagogical Knowledge

Based on Figure 4.6, it is known that 40.0% of teachers use

different learning and feedback strategies, and as many as 36.7% are
adjusted to the performance and response or feedback of students during
the online learning process.

3. EFL Teachers Evaluation When Teaching by Using The Components of

Technological Pedagogical Content Knowledge
In students evaluation, not many ways were used by the EFL teachers.
From EFL Elementary teachers use test base games for the Assessment. For the
EFL Junior High School teachers they use personal approach evaluation by
sending personal messenger to the students and give several tests such as daily
test, midterm test,etc. For EFL Senior high School teacher use schools’ own
website to evaluate the students. Pedagogical Content Knowledge (PCK) is the
most relevant sub-dimension with learning evaluation.
A. Elementary School EFL Teachers
The teacher evaluates all the TPACK aspect approach. For example,
teachers use online-based games such as Quiziz. In this case it is clear, the
pedagogical aspect of the technology used to make elementary school students
comfortable and happy in doing the test. These online base games make
elementary school students not feel like doing assignments, so the results
obtained exceed the specified standards. (IN01 TE, & IN02 TE, )
B. Junior High School EFL Teacher
Researcher found that teacher evaluate their students with the several
things. Teacher must know their students by approaching them personally.
Teachers also approach students' families through online personal messages.
The goal is to find out the student characteristics. (IN03 TE, )
44
 In addition, teachers also use practical methods such as exercises, daily
tests, mid exams, and semesters.In evaluating with the text the teacher makes
questions that are very possible to be reached by the knowledge of the students.
In contrast to when conducting offline classes, in this laryngeal class, student
evaluation focuses more on the use of technology such as using instant Quizizz,
wordwalls, and other online learning platforms (IN04 TE, ) .

C. Senior High School EFL Teacher

One of the English teachers argued that they could not apply all
of the TPACK components to the learning evaluation process. The English
teacher found that only the components of Technological pedagogical
Knowledge (TPK) and Technological knowledge (TK) could enter this
evaluation process. Because evaluation is one component of pedagogy and
technology as a tool to evaluate students during this Covid-19 pandemic. One
example is using a website to evaluate student learning. (IN06 TE & IN07 TE)

Tabel 4.6 Figure of Pedagogical Content Knowledge EFL Teachers

during Covid-19 pandemic era
Mea Katego Persentase
Item n ri F (%)
I conduct lectures in which my students
2.30 Medium 9 30.0
can understand English better.
I conduct quizzes in which I can evaluate
them and the students can practice English 2.40 Medium 12 40.0
Learning more.
I conduct games in which i can evaluate
and the students can practice English 2.13 Medium 10 33.3
more.
I conduct group activities in which i can
do a group evaluation and the students can 2.27 Medium 10 33.3
practice English more.
I conduct discussion activities in which I
can do group evaluation and the students 2.30 Medium 8 26.7
can use English speaking more.
Mediu
Mean 2.28
m

Based on Table 4.6 it is known that the average knowledge of English

teachers regarding pedagogical content during online learning is in the medium
category, with an average score of 2.28. It is known that the English teachers
who were respondents in this study generally held quizzes more often than to
measure students' abilities, quizzes could also be a medium to practice more
45
 English material during online learning. In addition, another option is to do
group games and assignments. An overview of pedagogical content knowledge
can also be seen in the histogram presented in Figure 4.5.

Persentase (%)

40
33.3 33.3
30
26.7

I conduct lectures I conduct quizzes I conduct games in I conduct group I conduct

in which your in which the which the students activities in which discussion
students can students can can practice the students can activities in which
understand English practice English English more. use English the students can
better. speaking more. speaking more. use English
speaking more.

Image 4.6 Histogram Imagean Pedagogical Content Knowledge

Based on Figure 4.5 it is known that 40.0% of teachers often conduct quizzes,
in addition to improving students' abilities, teachers can also practice English
material more often during online learning.
w:

Table 4.7 Result of EFL Learning Teacher Teaching by Using

Technological Pedagogical Knowledge (TPCAK) Aspects

English
TPACK
No Learning Result
Aspects
Aspects
1 Learning  Content  Elementary School : Share the
Process Knowledge assignment trough WhatsApp
(CK)  JHS & SHS : Identify students
 Technological need for preparing the material
Knowledge learning, learning process
(TK) through virtual meeting (Zoom
 Technological or Google Meet), share e-
Content assement to the students
Knowledge  TK : Teacher can use technology
both software or hardware for
learning process
 CK : Teacher understand
learning material and speaking
English during learning process
46
  TCK : Teacher can use
technology for deliver the
material and Adjust the
technology to the material
2 Teacher TPK  Elementary school : Corrective
Feedback (Technologi Feedback
cal  JHS & SHS : Constructive
Pedagogical reflection feedback
Content  TPK : Teacher use various
Knowledge) technology for learning process
and giving students feedback
(Zoom, Google Meet, personal
messenger, etc)
3 Student PCK  Personal Evaluation through
Evaluation (Pedagogical personal messenger
Content  Personal Evaluation through
Knowledge) WhatsAapp group
 Giving the students test after
online class by using Quizziz,
and the other Learning System
Management (LSM)
 PCK : Teacher understand the
material and understand how the
students ability

B. DISCUSSION
This research explains the use of each Technological Pdagogical
Knowledge (TPACK) subdmension to the learning process during the Covid-
19 pandemic, teacher feedback during the Covid-19 pandemic, and evaluation
of learning during the Covid-19 pandemic. There are 7 components in
Technological Pdagogical Knowledge (TPACK), Technological Knowledge
(TK), Content Knowledge (CK), Pedagogical Knowledge (PK), Pedagogical
Content Knowledge (PCK), Technological Content Knowledge (TCK),
Technological Pedagogical Content Knowledge (TPCAK).

1. The Curriculum and Technological Pedagogical Content Knowledge

(TPACK) component During Covid-19 Pandemic
From several explanations given by resources, basically the curriculum
used during the covid-19 pandemic were used curriculum 2013. However, some
of the learning objectives in the curriculum such as Core Competence (KI)
Basic Competence (KD) were given full policy to the teachers. Teachers can

47
choose which ones are important and can be applied to learning during this
Covid-19 pandemic. Technology is also the main thing for learning media
during this pandemic. Teachers are free to choose technology that is in
accordance with the learning content, student characteristics, and also the
method of assessment.
However, with the implementation of the 2013 curriculum during this
pandemic, researchers found several studies that explained the shortcomings.
One of them is Zahrawati & Indah (2021) explaining that either meetings or
face-to-face learning are certainly more effective and in accordance with the
implementation of the 2013 curriculum content compared to online classes
(Pratama & Mulyati, 2020). In online meetings or daring classes, teachers of
Sen 1 Nunukan mostly provide theory without practice in everyday life which
is inversely proportional to the curriculum aspect in the skills aspect. This is the
cause of the discontinuity of the implementation of the 2013 curriculum.
Furthermore, the curriculum used is during COVID-19 pandemic also
strengthened by research conducted by Mardiaa & Umiarso (2020) that so far,
the concept of the curriculum received various responses from various
educational institutions that facilitate the learning of students, both at the
elementary, secondary and higher education levels (Abidah, et al. , 2020).
Responsive steps were also taken by one private junior high school (SMPS) in
Malang City, Indonesia in response to the regulation. Teachers are given
authority in the learning implementation. From the selection of learning
content, the selection of learning methods, and the selection of technology for
learning media.
This research also includes the component of Technological pedagogical
content Knowledge (TPACK) in the curriculum discussion. After classifying
all TPACK subordinations, in each subordination in this aspect there aspects
are needed in the preparation of the curriculum. Starting from how the
curriculum objectives, the components of the material content where the teacher
must master the material taught to students, implementation strategies, and
learning media, all of which are prepared by incorporating aspects of
technology in it. Most of the English teachers who were respondents in this
study preferred to provide opportunities for students to practice learning
English with appropriate strategies through the use of various technologies
during online learning. In addition, the most commonly used strategy choice in
English activities is media technology, because it can help students learn well
and simply.
The application of TPACK in the curriculum is supported by the research
of Pahlevi, Ridwan, & Kamil (2021) both technology, pedagogy and teaching
materials are important things to be applied. This is closely related to the
Technological, Pedagogical, Content, Knowledge TPACK framework
(Koehler, Mishra, & Cain, 2013). TPACK integration helps in the
implementation of online learning (Kohler et. al, 2013). According to Pinkley
(2010), adding that in global life where technology has become an integral part
48
 of everyday life, more people are using technology for both personal and
professional needs. However, teachers in carrying out online learning tend to
implement
According to Murphy, DePasquale, and McNamara (2003), many schools
have made great efforts to incorporate technology in their curricula in order to
familiarize teachers and students with technology as a tool for learning. The
importance of active student involvement in online learning, the right solution
is needed so that the material presented can really be understood or understood
by students in the teaching and learning process that is not limited by space and
time and they are actively involved, then the TPACK model is one solution or
solution. problem solving that can be used by teachers in the teaching and
learning process. So that teachers can integrate technology, pedagogy, and
teaching materials simultaneously.
2. Learning Process Activities Using the Components of Technological
Pedagogical Content Knowledge during Covid-19 Pandemic
In this study found differences in the learning process at each level of
education. At EFL Elementary teacher, teachers and parents are looking for the
simplest way for teachers and students. The learning process can do virtual
zoom if conditions allow it to be held, if it is not possible the teacher can send
assignments via WhatsApp groups. In contrast to the learning process described
by the EFL Teacher in junior high school , the process analyzes what materials
students need, prepares e-learning in accordance with the material to be
delivered, uses virtual meetings directly, and provides e-assessments in the end
of learning process.
The learning process during the pandemic is also explained by Mishra,
Gupta, & Shree (2020) in their research explaining that in dealing with COVID-
19, the shared vision of the education system realizes that teachers and students
accept to adapt online teaching and learning platforms to meet current
educational needs. Either teachers or students, are friendly and skilled in using
social media applications. WhatsApp, Facebook, Twitter, Instagram, which
make it easier to use online education platforms such as ZOOM, Cisco WebEx,
Google Meet etc. as a sign of delivering learning that is right for use. Also, there
are some useful educational applications such as Office 365, Google classroom
and many more video conferencing applications that are free and easy to use
(FutureLearn, 2020);
In the learning process, it is also explained that there are four sub dimensions
of TPACK subordinates that must be present in the learning process. Namely,
Technological Knowledge (TK), Content Knowledge (CK), Technology
Content Knowledge (TCK), and Technology Pedagogical Knowledge (TPK).
The four subordinates are closely related to the learning process. Like teachers,
they must master Technological knowledge. (TK) as used at every stage,
Content Knowledge (CK) which is clearly indispensable for learning, how to

49
deliver material using technology is also required to have subordinate
Technological Pedagogical Content Knowledge (TCK).
The results of the four subordinates are on sub dimension Content
Knowledge (CK), EFL Teachers use and understand English material during
the online learning process. Technological Knowledge (TK) that EFL Teachers
use software and also closely follow developments in the field of learning
technology. For Technological Content Knowledge (TCK) teachers use digital
teaching materials more often so that students can understand English material
during online learning, and Technological Pedagogical Knowledge (TPK)
teachers use technology to explain English material to make clearer and easier
the students to understand English materials during online learning.
The learning process and TPACK are also supported by research from
Absari, Priyanto & Muslikhin (2020) that the teacher's ability to deliver subjects
in the classroom learning process has a significant effect on the ability to
integrate TK, CK, TCK, and TPK in the teaching and learning process in the
classroom. The teacher has understood and is able to use various teaching
methods in the classroom. However, in this study on the TK and CK
subdimensions, teachers have not utilized them optimally. In Technological
Knowledge (TK), the age factor affects a person in obtaining knowledge about
technology. The older a person is, the less likely they are to learn about the
latest technology. In contrast, in CK, mastery of the learning process has a
smaller effect on teaching and learning in the classroom. The subjects taught
are the results of subjects developed by each teacher from the main subjects
provided by the government. As a result, it can be said that the teacher's ability
to build students to be creative, innovative, and able to compete with the state
in the information age.

3. EFL Teachers Feedback and the Components of Technological

Pedagogical Content Knowledge (TPACK) During Covid-19 Pandemic

This study found the teachers feedback from the EFL Elementary School
teachers by giving feedback direct on student worksheets, providing tips and
tricks to students for reaching learning purposes. EFL Junior High School
Teachers provide direct feedback to students during virtual classes orally and
after class. Because it was not possible to give feedback one by one to students,
the EFL High School teacher made a feedback video about the students
reflection and distributed it to the student message group. From the feedback
were used above, the researcher analyze, that the feedback categories are
corrective feedback and constructive reflection feedback. Based on
Alvarez,Espasa, and Guasch (2011) Corrective feedback is the feedback are
specific to the requirement of the assignment and the content. Related to Casey
(2014) reasaerach that constructive reflection is a guideline for students to do
reflective learning. This model differs from other popular frameworks for
50
reflective practice in that it builds on personal epistemological influences and
sits on models that offer the space and scope to develop epistemological
influences on the act of learning, the learning process, learner development,
skills and the way one perceives knowledge.

The use of corrective feedback used by one of the EFL teachers is also
supported by research conducted by Ferdian & Purnawan (2014) as one of
language teaching, the use of corrective feedback is currently also adopted by
many language teachers who have grown interest in the use of technology in
the field of teaching. foreign language. As a result, many language teachers
have adopted new technologies and are exploring new pathways to achieve the
goal of quality educational opportunities for students. Even distance or virtual
education has become an increasingly common alternative way of teaching
languages.
Reflection activities are usually paired with clinical experiences (Nagro &
deBettencourt, 2017) because they provide a structured opportunity for students
to rethink their abilities and own learning methods, consider the intended
purpose of the decision, assess the extent to which these decisions are
successful, and develop new insights for decisions. teaching in the future (Beck
et al., 2002; Nagro et al., 2017). Through reflection activities, students can
consider examples of critical teaching from multiple perspectives, reorganize
their own thinking, identify areas of relative strength and weakness, consider
new approaches to enhance their educational experience, and develop
knowledge.
Since in online learning it will be difficult for EFL Teachers to provide
feedback directly to students, teachers must have sub-dimension of Pedagogic
Technology Knowledge (TPK) to understand how technology can facilitate
appropriate pedagogic approaches and how to provide appropriate feedback to
students. The result of this components is teachers use technology to explain
the material to make clearer and easier the students to understand English
materials during online learning.

4. EFL Teachers Evaluation and Components of Technological

Pedagogical Content Knowledge during Covid-19 Pandemic
Elementary EFL teachers use test base games for Assessment. For junior
high school teachers, EFL uses a personal evaluation approach by sending
personal messengers to students and giving several tests such as daily tests,
midterm tests, and others. For high school teachers EFL uses the school's own
website to develop students. Pedagogical Content Knowledge (PCK) is the sub-
dimension that is most relevant to learning evaluation. As a result, teachers
often hold quizzes, in addition to improving students' abilities, teachers can also
practice English material more often during online learning. Based on the resul

51
above, the researcher found that the teacher done has been entered into the
category summative assessement & Formative Assessement.
Challis (2005) explains that there are two main types of evaluation:
formative and summative evaluation. Summative assessment assesses is what
the students learned or after a certain time at the end of the educational unit. It
can also be used to determine whether the targeted learning objectives are
achieved or the required skill level has been achieved (Challis, 2005).
Summative evaluation usually involves an assessment for grades or other
accreditation reasons. Formative evaluation is often used in the classroom as a
source of feedback to improve teaching and learning (Hargreaves, 2008). It can
also be called a learning assessment that takes place during a learning sequence
to encourage learning. Formative evaluation activities are included in
instruction to monitor learning and assess learner understanding for
instructional modification and information through continuous and timely
feedback until the target level of knowledge is achieved.

This result supported by yulianto & Mujtahid research (2021) based on the
Covid 19 situation, the teachers should produce assessment test items to
measure students' achievement in an online form and offers innovation for
teachers who design and students who take the test. In the education view,
conducting online assessments may improve students' autonomous learning
style. However, on the other hand, another student who lived in remote areas
lacks internet connectivity and makes it difficult to take the tests. Then, teachers
who are an immigrant in technology also face difficulty in online assessment

BAB V
CONCLUSION AND SUGGESTION

After calculating, analyzing, and interpreting the findings of this study, the
conclusion and suggestion of this study are presented in this chapter.
A. Conclusion
Based on discussion and finding, this study has investigated the use of
Technological Pedagogical Content Knowledge (TPACK) for learning English
during the Covid-19 Pandemic. First, learning lessons during the Covid-19
pandemic. All learning processes from material preparation to providing EFL
Teacher Assessments depend on the use of technology and several sub-
dimensions, there were Technological Knowledge (TK), Content Knowledge
52
(CK), Technological Content Knowledge (TCK), and Technological
Pedagogical Knowledge (TPK). The second, there two feedback were found
in this research corrective feedback and contruction reflection feedback. Is it
supported by Pedagogical Content Knowledge (PCK). The last is the
evaluation or assessement were used by the teachers were research summati
ve and formative evaluation. In this evaluation process were use the
Pedagogical Content Knowledge (PCK) sub-dimension to support the teacher
knowledge .
B. Implication
Technological Pedagogical Content Knowledge (TPCK) offers several
possibilities for the component must be owned by the teachers. This creates
many opportunities to develop learning materials that are integrated with
technology. Because TPCK differs from individual knowledge of content,
pedagogy, and technology, it requires a deep understanding of integration for
an effective teaching and learning process. With the development of
technology, a pedagogical approach is needed in educational activities.
Because there is the same technology used in different fields, for example
Microsoft power point is used according to the needs of the user. But the use
of Microsoft power point will differ from high school to high school.
Researchers need to develop appropriate pedagogy for the effective
use of different learning materials. Research should be conducted among
teacher educators involving school teachers who use technology in their
practice. TPCK researchers open up many opportunities for educators, and
institutions to find out how much the benefits are. At TPCK a lot of research
has been carried out in various fields and contexts research for application
research and add appropriate methodologies.
Conclusion The quality of learning process depends on many things.
Many ways and measures have been considered to improve the quality of
English learning process. Content knowledge is one of the important
knowledge in this regard but only content knowledge separately cannot play
an important role in quality education. Pedagogical Content Knowledge (PCK)
and he talks about integrating pedagogy with content. The role of pedagogy is
very important in conveying knowledge content. With the advent of
technology in education, further in this regard and they feel the integration of
technology in education is needed for quality education.
B. Limitation and Future Research
This study has several limitations that need to be addressed in future
research. Limitations relate primarily to (1) the sample, (2) the survey
instrument, and (3) the cross-sectional design of this study. (1) The sample is

53
only a self-statement from the teacher. Therefore, with knowledge of the
content, teachers are naturally knowledgeable about the various components of
TPACK. To extend the general validity of the questionnaire, further studies are
needed to test the instrument as well as individual sub scales in a larger sample
with higher statistical power and across cultures. and in different teacher
populations. Moreover, expanding such a sample could also be important to
shed more light on the nature of TPACK locations.
Further limitations can be stated with respect to the survey instrument. As
with most TPACK studies, the realm of context knowledge is not considered
here. Although context has been conceptualized as a collection of relevant
knowledge only a few studies have made empirical efforts to seek it as an
additional component of teacher knowledge. Therefore, future research should
also consider the context and its various levels to shed more light on the
structure and practical significance of this knowledge domain. . Apart from the
reference to contextual factors, another consideration regarding the instrument
might be that assessing TPACK at the level of learning subjects could be an
overly broad approach given that knowledge may vary across topics. Therefore,
one approach to studying the future should be to assess TPACK more
specifically (that is, in studying a particular topic)
C. Suggestion
Based on the research that has been done, the researchers provide suggestions,
including:
1. For further research, it is better to analyze and study more related to
TPACK and adding supporting instruments, such as make observations
when the teacher conducts the learning process.
2. For educators, it is better to always evaluate learning, both from
learning outcomes and how teachers teach, the importance of integrating
technology in learning, formulating how technology, material content,
and pedagogy can be combined in English learning activities.

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APENDIX 1
1. Instruction for Answering the Questions (Interview)
Write the answer according to the question in the provided column. The
following are interviews used in this research.

Personal Information

56
Name :

School :

Grade :

Gender :

Age :

Interview Qustions :

LESSON DESCRIPTION

Question :

1. What and how are the contents and/or process topic(s) for English lesson activities?

Answer :

Question :
2. What are the student learning goals/objectives addressed in this lesson. (These will not
necessarily be state or national standards. Participants should describe these in their
own words.) ?

Answer :

57
Question :

3. How are your students? (e.g. grade level, and specific learning needs/preferences)!

Answer :

Question :
4. What educational technologies (digital and non-digital) do you use and how did you
and/or your students use them during Covid-19 the pandemic?

Question :

5. What are the contextual information (e.g. access to a computer lab, materials and
resources available; particular departmental/school-wide initiatives) that influenced the
design or implementation of English class during the Covid-19 pandemic?

TPACK-SPECIFIC QUESTIONS

Question :
1. What are the curriculum that use by English teachers when using all the Technological
Pedagogical Content Knowledge (TPACK) components?

Answer :

Question :
2. How the learning process (From the material preparation to the end) when the
particular technology are used for English class activities during pandemic?

58
Answer :

Question :

3. How do you give feedback to the students when all TPACK components are used for
English class activities during pandemic?

Answer :

Question :
4. How do you do the student’s evaluation when all the TPACK components are used for
English class activities during pandemic?

Answer :

5. How and why all the TPACK components do used in English class Activities “fit” the
the curriculum goals?

Answer :

59
 APPENDIX 2

Technological Pedagogical Content Knowledge (TPACK) Questionnaire

(Reference : jalil Fathi and Saman Yousefifard, Assessing Language

Teachers’ Technological Pedagogical Content Knowledge (TPACK): EFL
Students’ Perspectives. 2019)
60
 This survey aims to asses English Foreign Language teachers teaching by using
Technological Pedagogical Content Knowledge (TPACK) in the era of Covid-
9 Pandemic. Please indicate the degree you agree with the following questions.
The results collected will be used only for research analysis.

Personal Information

Name :

School :

Grade :

Gender :

Age :

What tools of technologies do you use :

during a pandemic?
(E.g Zoom, Google Classroom,
WhatsApp, Google Meet,etc.)

Put a checklist according to the answer choices in the available fields. The
following is the description and score scale of the questionnaire use in this
study specifically:

Categories Scores
SD (Strongly Disagree) 5
D (Disagree) 4
N (Not Sure) 3
A (Agree) 2
SA (Strongly Agree) 1

61
 Technological Knowledge

No Questions SD D N A SA

1. I use basic computer hardware (e.g. RAM,

network cable, and projector).

2 I use basic computer software (e.g. media

players, word processing programs, learning
application and web page browsers).

3 I solve technical problems associated with

hardware (e.g. setting up printers, using
webcams, and changing hard drives).

4 I solve technical problems related to software

(e.g. installing drivers, setting up Internet
connection, and sharing files in the cloud).

5 I keep up with important new technologies

(e.g. e-books, Facebook, and white board).

Pedagogical Knowledge

1 I use a variety of teaching strategies for

English Speaking Activities during learning
distance in pandemic situations (e.g.
explanation, raising questions, and group
work).

2 I use different evaluation methods and

techniques for English speaking activities
during learning distance in pandemic
situations (e.g. quiz, report, and role-playing).

3 I understand students’ learning difficulties in

English speaking activities during learning

62
 distance in pandemic situations.

4 I adjust the ways teach to students

performance and feedback.

5 I manage English Speaking activities in my

class during learning distance in pandemic
situations?
(e.g. creating a friendly atmosphere in online
class, and developing a good relationship
between students and the teacher).

Content Knowledge

1 I use good pronunciation.

2 I teach class naturally in English.

3 I create materials that can enhance your

students' learning.

4 I use English comprehension.

5 I speak English fluently.

Technological Pedagogical Knowledge

1 I use technologies to motivate your students to

learn.

2 I use technologies to explain clearly.

3 I use technologies to interact more with the

students.

4 I use technologies to facilitate teaching

activities.

63
5 I use technologies appropriate for your
teaching.

Technological Content Knowledge

1 I use digitized teaching materials with which

the students can learn vocabulary better.

2 I uses digitalized teaching materials with

which the students can learn pronunciation
better.

3 I use digitalized teaching materials with which

the
. students can learn speaking fluently.

4 I uses digitalized teaching materials with

which students can speak better.

5 I use digitalized teaching materials with which

the students can understand the target culture
better.

Pedagogical Content Knowledge

1 I conduct lectures in which your students can

understand English better.

2 I conduct quizzes in which the students can

practice English speaking more.

3 I conduct games in which the students can

practice English more.

4 I conduct group activities in which the

students can use English speaking more.

5 I conduct discussion activities in which the

students can use English speaking more.

64
 Technological Pedagogical Content Knowledge

1 I represent content with appropriate strategies

via the use of various technologies.

2 I provide the students with the opportunity to

practice English speaking with appropriate
strategies via the use of various technologies.

3 I provide the students with the opportunity to

use English with appropriate strategies via the
use of various technologies.

4 The way I teach English speaking activities

with the computer is engaging.

5 The way I teach English speaking activities

with the computer is help my students
learning.

APPENDIX
INTERVIEW RESULT

Interview Protocol : The Use of TPACK in English Learning Activities

during Pandemic

Time of Interview : 22:42 PM

Date : 22 Juli 2021

Place Interviewer : WhatsApp Call

Interviewee : Gashella Makhpirokh Hausca, S.Pd

Position of : EFL Elementary Teacher

Interviewee

School : MIN 5 Bandar Lampung

65
Abbreviations

IN02 : Interview 02

NS : Researcher

GMH : English Teacher

CRC : Curriculum

MP : Material Preparation

LP : Learning Process

TFB : Teacher Feedback

TE : Teacher Evaluation

LESSON : Lesson Description

DESCRIPTION

TPCK : Technological Pedagogical Content

Knowledge

No Name Interview Coding

1 NS What are the contents or topic(s) for English

lesson activities during pandemic?

GMH As I teach elementary students, the topics are IN02

usually related to the basic vocabularies for LD,
elementary-level students.

2 NS What are the students' learning goals/objectives

addressed in English lesson? (These will not
necessarily be state or national standards.
Participants should describe these in their own
words.)

66
 GMH The students are able to know, understand, and IN02
pronounce the vocabularies and some basic LD,
conversations appropriately

3 NS how are your students (e.g. grade level, and

specific learning needs/preferences)?

GMH 2nd, 3rd, and 4th grade students

4 NS What educational technologies (digital and non-

digital) do you use and how did you and/or your
students use them during the pandemic?

GMH We use the school web called e-learning in the

teaching and learning process. In e-learning, the IN02
teacher can check their students' presence MP,
according to the actual time when the students do
their 'absensi'. The teacher shares the teaching
materials there (can be in a format of videos, pdf,
jpg, ppt, etc). the teacher can also do zoom
meeting there and all the students' work are
submitted in e-learning

5 NS What are the contextual information (e.g. access

to a computer lab, materials and resources
available; particular departmental/school-wide
initiatives) that influenced the design or
implementation of English class during the Covid-
19 pandemic?

IN02
GMH access to the e-learning is available and it is easy MP,
to use for both teachers and students

6 NS What is the curriculum that use by English

teachers use when using all the Technological
Pedagogical Content Knowledge (TPACK)
components during a pandemic?

GMH

67
 Curriculum 13 IN02
CRC,

7 NS How is the learning process (From the material

preparation to the end) when the particular
technology is used for English class activities
during a pandemic?

GMH IN02
simpler and easier for both teachers and students LP,

8 NS How do you give feedback to the students when

all TPACK components are used for English class
activities during pandemic?

GMH give appropriate score and comment to every IN02

student in their work submitted in e-learning TFB,

9 How do you do the student’s evaluation when all

the TPACK components are used for English class
activities during pandemic?

check their work from all the TPACK aspects IN02

TE,

10 How and why do all the TPACK components used

in English class Activities “fit” the curriculum
goals?

IN02
Because all the components of TPCAK are TPCK,
meet the students' needs

APPENDIX
INTERVIEW RESULT

Interview Protocol : The Use of TPACK in English Learning Activities

during Pandemic

68
Time of Interview : 11:35 AM

Date : 22 July 2021

Place Interviewer : WhatsApp Call

Interviewee : Pariz Maulana Abdullah, S.Pd

Position of : Junior High School EFL Teacher

Interviewee

School : Sony Sugema College

Abbreviations

IN02 : Interview 03

NS : Researcher

PMA : English Teacher

CRC : Curriculum

MP : Material Preparation

LP : Learning Process

TFB : Teacher Feedback

TE : Teacher Evaluation

LESSON : Lesson Description

DESCRIPTION

TPCK : Technological Pedagogical Content

Knowledge

No Name Interview Coding

1 NS What are the contents or topic(s) for English

lesson activities during pandemic?

69
 PMA IN03
The content of my English teaching activities is MP,
based on the topics that are intentionally intended
to be relatable to students' daily basis/life like
talking about dream jobs, favorite things, games
and so on. It starts with ice breaking games. Then,
I ask some trigger questions to help students to
know the learning goals. Next, asking about their
prior knowledge, explaining materials, giving
chances to practice students' understanding.
Lastly, we conclude the learning process together
and share constructive feedback.

2 NS What are the students' learning goals/objectives

addressed in English lessons? (These will not
necessarily be state or national standards.
Participants should describe these in their own
words.)

IN03
PMA In each lesson that I conduct, the learning goals LD,
are designed to cover all the four skills of
language. Starting from listening skill practice,
students are encouraged to listen to vocabularies
and daily conversation related to the material. It
covers the pronunciation and response-to-the-talk
activities. Then, the speaking practice will engage
students to be active orally by providing some
phrases that they can apply, not forgetting the
practice and feedback process in it. Next, in the
reading section, students are encouraged to read
interesting articles that might be appropriate to
their interest as long as learning the vocabularies
and giving opinion activities after reading. The
last but not least, students are helped to be pro-
active in writing their thoughts. By giving the
formula about how to write English essay,

70
 students are expected to be able to share what they
think in written. After this activity, we review the
essay to get better results.

3 NS How are your students (e.g. grade level, and

specific learning needs/preferences)?

My students are in junior high level, from grade 7 IN03

PMA until 9. Since they really need practical English LD,
learning and practice, their learning needs are
helping them to be better in active English.

4 NS What educational technologies (digital and non-

digital) do you use and how did you and/or your
students use them during the pandemic?

There are some E-Learning webs I use to engage IN02

PMA my students in the learning process during this MP,
pandemic. For example, Pear Deck and
Nearpod The first example is that I use Pear Deck
to provide learning activities based on students'
paced learning, where they can be comfortable to
follow the instructions. I, the teacher, prepare
interesting materials in slides that then are
designed to be interactive by Pear Deck features.
We share some pictures related to the material that
they can give the comments on it live, in written
or orally. We also watch educational videos and
listen to audios as learning varieties. The next
example of an E-learning web I use with my
students is Nearpod. The provided features are
great and interesting. My students can have
competitive-yet-exciting learning processes such
as polling, quiz and collaborative activities. We
have audio & video learning, games, and even
virtual tours to some places in the world, like VR
traveling.

5 NS What are the contextual information (e.g. access

to a computer lab, materials and resources
available; particular departmental/school-wide
initiatives) that influenced the design or
71
 implementation of English class during the Covid-
19 pandemic?

IN03
PMA The materials and e-learning webs available really MP,
influence the implementation of English class
during this pandemic. Teachers' training program
provided by my institution is also helpful.

6 NS What are the curriculum that use by English

teachers use when using all the Technological
Pedagogical Content Knowledge (TPACK)
components during a pandemic?

In my teaching place, we use the curriculum IN03

called Adaptive Curriculum which is designed to CRC,
PMA engage students to understand what, why, and
how to learn something using technology. The
curriculum is intended to help students learn what
they need, understand the importance and practice
how to do it. It meets both students and teacher's
purpose.

7 NS How is the learning process (From the material

preparation to the end) when the particular
technology is used for English class activities
during a pandemic?

The learning process is divided into 3 main IN03

PMA stages: First of all, materials are prepared to be LP,
based on teachers' discussion as well as
researching what students need and relate. We
formulate the module with its contents, daily
topics, language skills practice, games, and
feedback activities. Then, the prepared materials
are applied or included in e-learning technology or
web, such as Pear Deck and Nearpod. So, during
the learning process, students can follow the
learning via virtual classroom using Zoom or
72
 Google Classroom. It includes ice breaking
activities, trigger questions session, playing
games, explaining materials, students' practice,
and feedback session. Lastly, to conclude what
students already learn, I report students' learning
performance, namely Students Report, to know
how well they get the understanding so that both
parents and students know the process. Not
forgetting the teacher's quality control, students
are also asked to give comments on my teaching
performance in order to know what I need to
improve for the sake of our goodness. This
process uses technology help like Google Form.

8 NS How do you give feedback to the students when

all TPACK components are used for English class
activities during pandemic?

I give feedback for my students' performance in IN03

two situations, on-the-spot and after the TFB,
PMA class. Students are given my feedback during the
learning process via virtual meeting. I orally tell
them what they need to improve after material
practice. Then, the feedback after the class is
designed to give students' overall performance in
English class including scores and comments in
all four language aspects.

9 NS How do you do the student’s evaluation when all

the TPACK components are used for English class
activities during pandemic?

PMA I evaluate it using five major approaches. They are IN03 TE

self-report measures, open-ended questionnaires,
performance assessments, interviews, and
observations. All are written and spoken.

73
10 NS How and why do all the TPACK components used
in English class Activities “fit” the curriculum
goals?

PMA IN03
TPACK is vital to helping teachers to use ICT in TPCK,
their teaching, since it enables teachers to select
and use hardware and software, determine the
affordances (or lack thereof) of specific features
and apply the tools in pedagogically relevant and
successful ways.

APPENDIX
INTERVIEW RESULT

Interview Protocol : The Use of TPACK in English Learning Activities

during Pandemic

Time of Interview : 7:59 AM

Date : 23 July 2021

Place Interviewer : WhatsApp Call

Interviewee : Novia Navilah

Position of : Junior High School EFL Teacher

Interviewee

School : SMP Alfa Centuri Bandung

Abbreviations

IN02 : Interview 04

NS : Researcher

74
NN : English Teacher

CRC : Curriculum

MP : Material Preparation

LP : Learning Process

TFB : Teacher Feedback

TE : Teacher Evaluation

LESSON : Lesson Description

DESCRIPTION

TPCK : Technological Pedagogical Content

Knowledge

No Name Interview Coding

1 NS What are the contents or topic(s) for English

lesson activities during pandemic?

NN The topics are various and taken from KI KD

IN04
MP,

2 NS What are the students' learning goals/objectives

addressed in English lessons? (These will not
necessarily be state or national standards.
Participants should describe these in their own
words.)

NN They can use English better both written or IN04

spoken and being involved as much as possible to LD,
the learning

75
3 NS How are your students (e.g. grade level, and
specific learning needs/preferences)?

IN04
NN at 8th grade level, their specific learning needs is LD,
expressing their ideas. Most of the students
hesitate to do that, on their age now they tends to
be shy to express their thought and ideas.

4 NS What educational technologies (digital and non-

digital) do you use and how did you and/or your
students use them during the pandemic?

NN digital : i use online learning platforms (Canvas IN04

LMS, quizizz, nearpod, bookwidget, zoom), MP,
microsoft office, digital book application
(Presentation Plus from THINK cambridge) and
devices such as smartphone and laptop non
digital : students' workbook My online learning
basically is divided into 2 modes; Synchronous
and Asynchronous. I usually design modules and
use Canvas LMS with other learning tools as I
mentioned before for asynchronous mode
learning. For the synchronous one I usually use
zoom+nearpod and some slides from
powerpoint. In a month, there will be 2
synchronous meetings and 2 asynchronous
meetings.

5 NS What is the contextual information (e.g. access to

a computer lab, materials and resources available;
particular departmental/school-wide initiatives)
that influenced the design or implementation of
English class during the Covid-19 pandemic?

NN students' motivation and their access to their IN04

devices, internet connection. MP,

76
6 NS What are the curriculum that use by English
teachers use when using all the Technological
Pedagogical Content Knowledge (TPACK)
components during a pandemic?

IN04
NN I use a curriculum darurat designed by Dinas CRC,
Pendidikan, so not all materials from English
curriculum are delivered during this pandemic.

7 NS How is the learning process (From the material

preparation to the end) when the particular
technology is used for English class activities
during a pandemic?

NN
1. I usually prepare materials by observing the IN04
curriculum, picking the topics and finding the LP,
resources from digital books or the internet.
2. I decide my meeting mode (synchronous or
asynchronous)
3. If the meeting is synchronous, I usually make a
presentation in nearpod so the students can
actively join while I combine it with zoom. If the
meeting is asynchronous, I usually sort the
materials from a digital book and convert it into
my modules in Canvas Lms. The students can
finish the modules using their pace.

8 NS How do you give feedback to the students when

all TPACK components are used for English class
activities during pandemic?

I usually give the feedback directly on the LMs or

NN send them some messages using messenger apps.
IN04
TFB,

9 NS How do you do the student’s evaluation when all

the TPACK components are used for English class
activities during pandemic?
77
 For some instant quizzes, the LMS provides me
autograding system, while for students projects I IN04
NN usually evaluation manually. TE,

10 NS How and why do all the TPACK components used

in English class Activities “fit” the curriculum
goals?

IN04
by using various learning tools that is being TPCK,
adjusted to the learning modes can support the
students to interact more in the learning as the
curriculum goals expected (involve students as
much as possible to the learning)

APPENDIX
INTERVIEW RESULT

Interview Protocol : The Use of TPACK in English Learning Activities

during Pandemic

Time of Interview : 09:04 AM

Date : 23 July 2021

Place Interviewer : WhatsApp Call

Interviewee : Aip Syaepul Uyun

Position of : Junior High School EFL Teacher

Interviewee

School : Binar Ilmu Boarding School

Abbreviations

IN02 : Interview 05

78
NS : Researcher

ASY : English Teacher

CRC : Curriculum

MP : Material Preparation

LP : Learning Process

TFB : Teacher Feedback

TE : Teacher Evaluation

LESSON : Lesson Description

DESCRIPTION

TPCK : Technological Pedagogical Content

Knowledge

No Name Interview Coding

1 NS What are the contents or topic(s) for English

lesson activities during pandemic?

I teach an English material based on national

ASY curriculum. So, nothing different in terms of the
topic or materials given to the students. In this IN05
situation, we frequently discuss a booming issue MP,
happening in the society associated to the
materials given *so it is like content language
integrated learning.

79
2 NS What are the students' learning goals/objectives
addressed in English lessons? (These will not
necessarily be state or national standards.
Participants should describe these in their own
words.)

ASY The goal of learning English in our school is to IN05

develop students ability and understanding LD,
comprehension of English skill (speaking, writing,
reading and listening)

3 NS How are your students (e.g. grade level, and

specific learning needs/preferences)?

IN05
ASY They need to learn more a basic English skill and LD,
language features. I am currently teaching a junior
high. And many of them are new to interacting
with English since they did not have an English in
their primary. So it is sometimes very difficult that
the teacher in junior high must work really hard to
start developing English ability from the very
basics. Yet I am still enjoy doing on it.

4 NS What educational technologies (digital and non-

digital) do you use and how did you and/or your
students use them during the pandemic?

ASY Since we are boarding, we still have our own IN05

meeting regularly in offline class. However in MP,
some cases, we use zoom or G-meet to have
another experience in instruction. For me, it is
very good to use technology in teaching, but not
essential needs. It is only a complement to the
medium of instruction.

5 NS What is the contextual information (e.g. access to

a computer lab, materials and resources available;
80
 particular departmental/school-wide initiatives)
that influenced the design or implementation of
English class during the Covid-19 pandemic?

I think access to technology and internet is IN05

ASY something which is really necessary. In this MP,
situation where everyone is asked to just stay at
home, learning resources and media can be helped
by technology essentially ICT. So it is also happen
in our school, since the school is located in rural
area, it is very well known that the internet is still
become a problem due to the bad signal and many
more.

6 NS What are the curriculum that use by English

teachers use when using all the Technological
Pedagogical Content Knowledge (TPACK)
components during a pandemic?

IN05
ASY The curriculum used is still the same, nothing CRC,
change and nothing different. The only new thing
is that the computer and internet just like a new
partner come and it becomes a handy devices used
every single moment in learning

7 NS How is the learning process (From the material

preparation to the end) when the particular
technology is used for English class activities
during a pandemic?

ASY
Almost all the same such as offline class. The
only thing different is that we try to minimize the IN05
time. So it is not too long to stay in front of the LP,
computer for a zoom meeting. Butler all rules and
activities all the same.

8 NS How do you give feedback to the students when

all TPACK components are used for English class
activities during pandemic?
81
 I give them questionnaires and conduct a
ASY discussion. Sometimes giving them a
questionnaire will be good to seek general IN05
information toward their interest to do something, TFB,
yet on the itherhand, for some specific cases, must
be dig more by having them in the discussion.

9 NS How do you do the student’s evaluation when all

the TPACK components are used for English class
activities during pandemic?

ASY Just as in normal class, but sometimes I also use

an application to be more comprehend IN05 TE

10 NS How and why do all the TPACK components used

in English class Activities “fit” the curriculum
goals?

I do not think that this will really give a beneficial

ASY impact to the process of learning since I just IN05
conducted it nearly two semesters ago. And my TPCK,
personal view is that technology is just merely
tools that still will depend on the user. So it
depends on us whether we can use it really well or
not. Personally, I like to teach using the classical
way, when we come together into the meeting and
hold a discussion face to face. It is more
comprehenship. However it does not mean I am
against TPACK.

APPENDIX
INTERVIEW RESULT

Interview Protocol : The Use of TPACK in English Learning Activities

during Pandemic

Time of Interview : 20;57 PM

82
Date : 23 July 2021

Place Interviewer : WhatsApp Call

Interviewee :Asep Dedeh Permana, S.Pd

Position of : EFL Teacher of Senior High School

Interviewee

School : SMKN 7 Bandung

Abbreviations

IN02 : Interview 06

NS : Researcher

ADP : English Teacher

CRC : Curriculum

MP : Material Preparation

LP : Learning Process

TFB : Teacher Feedback

TE : Teacher Evaluation

LESSON : Lesson Description

DESCRIPTION

TPCK : Technological Pedagogical Content

Knowledge

No Name Interview Coding

83
1 NS What are the contents or topic(s) for English
lesson activities during pandemic?

IN06 LD,
ADP (1) Introductions. (2) describing person, place
and things (3) retell their past experience

2 NS What are the students' learning

goals/objectives addressed in English lesson?
(These will not necessarily be state or national
standards. Participants should describe these in
their own words.)

IN06 LD,
ADP
To be able to introduce themselves and other
people. To be able to describe a person, place
and things orally. To be able to tell their life
experiences.

3 NS how are your students (e.g. grade level, and

specific learning needs/preferences)?

Most of my students are in the middle level,

ADP some of them are low. Especially on
vocabulary.

4 NS What educational technologies (digital and

non-digital) do you use and how did you
and/or your students use them during the
pandemic?

ADP IN06 MP,

I use a laptop and smartphone to teach. The
apps that I use are zoom, WhatsApp, telegram,
Classroom, quizizz, canva, YouTube,
Instagram, Tiktok. I asked students to speak
directly when we were on zoom as
Synchronous teaching, the rest apps I use for
asynchronous teaching. For instance, I let my

84
 students use Tiktok to speak/ describe
something.

5 NS What is the contextual information (e.g. access

to a computer lab, materials and resources
available; particular departmental/school-wide
initiatives) that influenced the design or
implementation of English class during the
Covid-19 pandemic?

IN06 MP,
ADP
I don't get the point of the question

6 NS What is the curriculum that use by English

teachers use when using all the Technological
Pedagogical Content Knowledge (TPACK)
components during a pandemic?

ADP IN06 CRC,

National curriculum. Due to the Minister of
education provide 'Merdeka Belajar', Teachers
have autonomy to design their teaching
learning.

7 NS How is the learning process (From the material

preparation to the end) when the particular
technology is used for English class activities
during a pandemic?

ADP IN06 LP,

It met some difficulties at first, because it's not
their habits. Every teaching, I should reflect on
my teaching and fix the problems came up to
make good future teaching.

8 NS How do you give feedback to the students

when all TPACK components are used for
English class activities during pandemic?

IN06 TFB,

85
 ADP It's hard to give feed back one by one, so I give
feedback in general in my short video that I
shared to student via WhatsApp

9 NS How do you do the student’s evaluation when

all the TPACK components are used for
English class activities during pandemic?

IN06 TE,
ADP My school use web for evaluation in the end of
semester.

10 NS How and why do all the TPACK components

used in English class Activities “fit” the
curriculum goals?

ADP IN06
Curriculum nowadays give teachers autonomy TPCK,
to find the way of teaching. Especially in this
pandemic era, TPACK are important and can
support the curriculum goals.

APPENDIX
INTERVIEW RESULT

Interview Protocol : The Use of TPACK in English Learning Activities

during Pandemic

Time of Interview : 11:08 AM

Date : 24 July 2021

Place Interviewer : WhatsApp Call

Interviewee : Diah Trisna Mayanti, S.Pd

Position of : EFL Teacher of Senior High School

Interviewee

86
School : SMKS MedikaCom Bandung

Abbreviations

IN02 : Interview 07

NS : Researcher

DTM : English Teacher

CRC : Curriculum

MP : Material Preparation

LP : Learning Process

TFB : Teacher Feedback

TE : Teacher Evaluation

LESSON : Lesson Description

DESCRIPTION

TPCK : Technological Pedagogical Content

Knowledge

No Name Interview Coding

1 NS What are the contents or topic(s) for English

lesson activities during pandemic?

DTM Any kind of humaniora, humor and anime or

comic sense IN07 LD,

2 NS What are the students' learning

goals/objectives addressed in English lesson?
(These will not necessarily be state or national
standards. Participants should describe these in
their own words.)

DTM IN07 LD,

87
 They would like to motivate themselves for
speaking naturally.

3 NS how are your students (e.g. grade level, and

specific learning needs/preferences)?

DTM Level basic 2

4 NS What educational technologies (digital and

non-digital) do you use and how did you
and/or your students use them during the
pandemic?

DTM
We just use talked any kind of the fact that IN07 MP,
thay can express about problem thing to face it
all in digital meeting. Then make them come
into school for non digital case of taking in
each material lesson.

5 NS What is the contextual information (e.g. access

to a computer lab, materials and resources
available; particular departmental/school-wide
initiatives) that influenced the design or
implementation of English class during the
Covid-19 pandemic?

DTM IN07 MP,

They should listen in many ways through some
module materials in conversation, storytelling
by using podcast (anchor.fm), video
(youtube channel) after I produce in school
lab for that things.

6 NS What is the curriculum that use by English

teachers use when using all the Technological
Pedagogical Content Knowledge (TPACK)
components during a pandemic?

DTM IN07 CRC,

88
 Curriculum which appropriate to achieve what
students need in free style with the suitable
platform content. We are still applying K13
curricullum till now.

7 NS How is the learning process (From the material

preparation to the end) when the particular
technology is used for English class activities
during a pandemic?

DTM
Sometime, Students could be accepting all IN07 LP,
products which teacher made. When they still
don't understand the goal, they actually
protested to the teacher after the lesson had
ended in each semester

8 NS How do you give feedback to the students

when all TPACK components are used for
English class activities during pandemic?

DTM Feedback that I give to students is that they IN07 TFB,

must try to use first and feel the effect of
themselve through the language skill they
have. If it's nothing they can absorb for,
perhaps they must think how to create for
enhancing their language skill in order to share
through another people.

9 NS How do you do the student’s evaluation when

all the TPACK components are used for
English class activities during pandemic?

DTM I don't ever think that all components can be IN07 TE,
completely used. Sometime there's something
missed.

89
10 NS How and why do all the TPACK components
used in English class Activities “fit” the
curriculum goals?

DTM IN07
There must do for having good result to TPCK,
enhance the English/foreign language
skill will actually apply for enhancing
technology era.

LAMPIRAN HASIL ANALISIS DESKRIPTIF

1. Technological Knowledge
Descriptive Statistics
Minimu Maximu Std.
N m m Mean Deviation
X1 30 1.00 5.00 2.4333 1.30472
X2 30 1.00 4.00 2.0667 1.17248
X3 30 1.00 5.00 2.6667 1.24106
90
X4 30 1.00 5.00 2.5000 1.22474
X5 30 1.00 5.00 2.2000 1.27035
Valid N 30
(listwise)

Statistics
X1 X2 X3 X4 X5
N Valid 30 30 30 30 30
Missing 0 0 0 0 0

X1
Valid Cumulative
Frequency Percent Percent Percent
Valid Strongly Agree 10 33.3 33.3 33.3
Agree 5 16.7 16.7 50.0
Not Sure 10 33.3 33.3 83.3
Disagree 2 6.7 6.7 90.0
Strongly 3 10.0 10.0 100.0
Disagree
Total 30 100.0 100.0

X2
Valid Cumulative
Frequency Percent Percent Percent
Valid Strongly 13 43.3 43.3 43.3
Agree
Agree 8 26.7 26.7 70.0
Not Sure 3 10.0 10.0 80.0
Disagree 6 20.0 20.0 100.0
Total 30 100.0 100.0

X3
Valid Cumulative
Frequency Percent Percent Percent
Valid Strongly Agree 5 16.7 16.7 16.7
Agree 11 36.7 36.7 53.3
Not Sure 6 20.0 20.0 73.3
Disagree 5 16.7 16.7 90.0
Strongly 3 10.0 10.0 100.0
Disagree
Total 30 100.0 100.0

91
 X4
Valid Cumulative
Frequency Percent Percent Percent
Valid Strongly Agree 7 23.3 23.3 23.3
Agree 10 33.3 33.3 56.7
Not Sure 6 20.0 20.0 76.7
Disagree 5 16.7 16.7 93.3
Strongly 2 6.7 6.7 100.0
Disagree
Total 30 100.0 100.0

X5
Valid Cumulative
Frequency Percent Percent Percent
Valid Strongly Agree 11 36.7 36.7 36.7
Agree 10 33.3 33.3 70.0
Not Sure 3 10.0 10.0 80.0
Disagree 4 13.3 13.3 93.3
Strongly 2 6.7 6.7 100.0
Disagree
Total 30 100.0 100.0

2. Pedagogical Knowledge
Descriptive Statistics
Minimu Maximu Std.
N m m Mean Deviation
X1 30 1.00 5.00 2.3667 1.27261
X2 30 1.00 5.00 2.1333 1.19578
X3 30 1.00 5.00 1.8333 1.28877
X4 30 1.00 4.00 2.0333 .92786
X5 30 1.00 5.00 1.9667 1.12903
Valid N 30
(listwise)

Statistics
X1 X2 X3 X4 X5
N Valid 30 30 30 30 30
Missing 0 0 0 0 0

92
 X1
Valid Cumulative
Frequency Percent Percent Percent
Valid Strongly Agree 8 26.7 26.7 26.7
Agree 12 40.0 40.0 66.7
Not Sure 4 13.3 13.3 80.0
Disagree 3 10.0 10.0 90.0
Strongly 3 10.0 10.0 100.0
Disagree
Total 30 100.0 100.0

X2
Valid Cumulative
Frequency Percent Percent Percent
Valid Strongly Agree 11 36.7 36.7 36.7
Agree 10 33.3 33.3 70.0
Not Sure 5 16.7 16.7 86.7
Disagree 2 6.7 6.7 93.3
Strongly 2 6.7 6.7 100.0
Disagree
Total 30 100.0 100.0
X3
Valid Cumulative
Frequency Percent Percent Percent
Valid Strongly Agree 18 60.0 60.0 60.0
Agree 5 16.7 16.7 76.7
Not Sure 4 13.3 13.3 90.0
Strongly 3 10.0 10.0 100.0
Disagree
Total 30 100.0 100.0

X4
Valid Cumulative
Frequency Percent Percent Percent
Valid Strongly 10 33.3 33.3 33.3
Agree
Agree 11 36.7 36.7 70.0
Not Sure 7 23.3 23.3 93.3
Disagree 2 6.7 6.7 100.0
Total 30 100.0 100.0

93
 X5
Valid Cumulative
Frequency Percent Percent Percent
Valid Strongly Agree 13 43.3 43.3 43.3
Agree 10 33.3 33.3 76.7
Not Sure 3 10.0 10.0 86.7
Disagree 3 10.0 10.0 96.7
Strongly 1 3.3 3.3 100.0
Disagree
Total 30 100.0 100.0

3. Content Knowledge
Descriptive Statistics
Minimu Maximu Std.
N m m Mean Deviation
X1 30 1.00 4.00 2.0000 1.05045
X2 30 1.00 4.00 2.5333 1.04166
X3 30 1.00 5.00 2.0000 1.14470
X4 30 1.00 4.00 2.1333 .97320
X5 30 1.00 4.00 2.0667 .94443
Valid N 30
(listwise)

Statistics
X1 X2 X3 X4 X5
N Valid 30 30 30 30 30
Missing 0 0 0 0 0

X1
Valid Cumulative
Frequency Percent Percent Percent
Valid Strongly 12 40.0 40.0 40.0
Agree
Agree 10 33.3 33.3 73.3
Not Sure 4 13.3 13.3 86.7
Disagree 4 13.3 13.3 100.0
Total 30 100.0 100.0

X2

94
 Valid Cumulative
Frequency Percent Percent Percent
Valid Strongly 6 20.0 20.0 20.0
Agree
Agree 8 26.7 26.7 46.7
Not Sure 10 33.3 33.3 80.0
Disagree 6 20.0 20.0 100.0
Total 30 100.0 100.0

X3
Valid Cumulative
Frequency Percent Percent Percent
Valid Strongly Agree 14 46.7 46.7 46.7
Agree 6 20.0 20.0 66.7
Not Sure 7 23.3 23.3 90.0
Disagree 2 6.7 6.7 96.7
Strongly 1 3.3 3.3 100.0
Disagree
Total 30 100.0 100.0

X4
Valid Cumulative
Frequency Percent Percent Percent
Valid Strongly 9 30.0 30.0 30.0
Agree
Agree 11 36.7 36.7 66.7
Not Sure 7 23.3 23.3 90.0
Disagree 3 10.0 10.0 100.0
Total 30 100.0 100.0

X5
Valid Cumulative
Frequency Percent Percent Percent
Valid Strongly 10 33.3 33.3 33.3
Agree
Agree 10 33.3 33.3 66.7
Not Sure 8 26.7 26.7 93.3
Disagree 2 6.7 6.7 100.0
Total 30 100.0 100.0

4. Technological Pedagogical Knowledge

95
 Descriptive Statistics
Minimu Maximu Std.
N m m Mean Deviation
X1 30 1.00 5.00 1.8000 1.06350
X2 30 1.00 5.00 1.7667 1.04000
X3 30 1.00 5.00 1.9000 1.09387
X4 30 1.00 5.00 1.8333 1.26173
X5 30 1.00 5.00 1.8667 1.07425
Valid N 30
(listwise)

Statistics
X1 X2 X3 X4 X5
N Valid 30 30 30 30 30
Missing 0 0 0 0 0

X1
Valid Cumulative
Frequency Percent Percent Percent
Valid Strongly Agree 15 50.0 50.0 50.0
Agree 10 33.3 33.3 83.3
Not Sure 2 6.7 6.7 90.0
Disagree 2 6.7 6.7 96.7
Strongly 1 3.3 3.3 100.0
Disagree
Total 30 100.0 100.0

X2
Valid Cumulative
Frequency Percent Percent Percent
Valid Strongly Agree 15 50.0 50.0 50.0
Agree 11 36.7 36.7 86.7
Not Sure 1 3.3 3.3 90.0
Disagree 2 6.7 6.7 96.7
Strongly 1 3.3 3.3 100.0
Disagree
Total 30 100.0 100.0

X3
Valid Cumulative
Frequency Percent Percent Percent
96
Valid Strongly Agree 14 46.7 46.7 46.7
Agree 9 30.0 30.0 76.7
Not Sure 4 13.3 13.3 90.0
Disagree 2 6.7 6.7 96.7
Strongly 1 3.3 3.3 100.0
Disagree
Total 30 100.0 100.0

X4
Valid Cumulative
Frequency Percent Percent Percent
Valid Strongly Agree 17 56.7 56.7 56.7
Agree 7 23.3 23.3 80.0
Not Sure 3 10.0 10.0 90.0
Strongly 3 10.0 10.0 100.0
Disagree
Total 30 100.0 100.0

X5
Valid Cumulative
Frequency Percent Percent Percent
Valid Strongly Agree 14 46.7 46.7 46.7
Agree 10 33.3 33.3 80.0
Not Sure 3 10.0 10.0 90.0
Disagree 2 6.7 6.7 96.7
Strongly 1 3.3 3.3 100.0
Disagree
Total 30 100.0 100.0

5. Technical Content Knowledge

Descriptive Statistics
Minimu Maximu Std.
N m m Mean Deviation
X1 30 1.00 4.00 2.0667 1.01483
X2 30 1.00 4.00 2.0667 1.04826

97
X3 30 1.00 4.00 2.2000 .99655
X4 30 1.00 4.00 2.1333 1.07425
X5 30 1.00 5.00 2.2000 1.15669
Valid N 30
(listwise)

X1
Valid Cumulative
Frequency Percent Percent Percent
Valid Strongly 11 36.7 36.7 36.7
Agree
Agree 9 30.0 30.0 66.7
Not Sure 7 23.3 23.3 90.0
Disagree 3 10.0 10.0 100.0
Total 30 100.0 100.0

X2
Valid Cumulative
Frequency Percent Percent Percent
Valid Strongly 11 36.7 36.7 36.7
Agree
Agree 10 33.3 33.3 70.0
Not Sure 5 16.7 16.7 86.7
Disagree 4 13.3 13.3 100.0
Total 30 100.0 100.0

X3
Valid Cumulative
Frequency Percent Percent Percent
Valid Strongly 8 26.7 26.7 26.7
Agree
Agree 12 40.0 40.0 66.7
Not Sure 6 20.0 20.0 86.7
Disagree 4 13.3 13.3 100.0
Total 30 100.0 100.0

X4
Valid Cumulative
Frequency Percent Percent Percent
Valid Strongly 11 36.7 36.7 36.7
Agree
Agree 8 26.7 26.7 63.3
98
 Not Sure 7 23.3 23.3 86.7
Disagree 4 13.3 13.3 100.0
Total 30 100.0 100.0

X5
Valid Cumulative
Frequency Percent Percent Percent
Valid Strongly Agree 10 33.3 33.3 33.3
Agree 10 33.3 33.3 66.7
Not Sure 5 16.7 16.7 83.3
Disagree 4 13.3 13.3 96.7
Strongly 1 3.3 3.3 100.0
Disagree
Total 30 100.0 100.0

6. Pedagogical Content Knowledge

Descriptive Statistics
Minimu Maximu Std.
N m m Mean Deviation
X1 30 1.00 4.00 2.3000 1.11880
X2 30 1.00 5.00 2.4000 1.19193
X3 30 1.00 5.00 2.1333 1.16658
X4 30 1.00 4.00 2.2667 1.11211
X5 30 1.00 5.00 2.3000 1.23596
Valid N 30
(listwise)

X1
Valid Cumulative
Frequency Percent Percent Percent
Valid Strongly 9 30.0 30.0 30.0
Agree
Agree 9 30.0 30.0 60.0
Not Sure 6 20.0 20.0 80.0
Disagree 6 20.0 20.0 100.0
Total 30 100.0 100.0

X2
Valid Cumulative
Frequency Percent Percent Percent
Valid Strongly Agree 7 23.3 23.3 23.3
99
 Agree 12 40.0 40.0 63.3
Not Sure 5 16.7 16.7 80.0
Disagree 4 13.3 13.3 93.3
Strongly 2 6.7 6.7 100.0
Disagree
Total 30 100.0 100.0

X3
Valid Cumulative
Frequency Percent Percent Percent
Valid Strongly Agree 11 36.7 36.7 36.7
Agree 10 33.3 33.3 70.0
Not Sure 4 13.3 13.3 83.3
Disagree 4 13.3 13.3 96.7
Strongly 1 3.3 3.3 100.0
Disagree
Total 30 100.0 100.0

X4
Valid Cumulative
Frequency Percent Percent Percent
Valid Strongly 9 30.0 30.0 30.0
Agree
Agree 10 33.3 33.3 63.3
Not Sure 5 16.7 16.7 80.0
Disagree 6 20.0 20.0 100.0
Total 30 100.0 100.0

X5
Valid Cumulative
Frequency Percent Percent Percent
Valid Strongly Agree 10 33.3 33.3 33.3
Agree 8 26.7 26.7 60.0
Not Sure 7 23.3 23.3 83.3
Disagree 3 10.0 10.0 93.3
Strongly 2 6.7 6.7 100.0
Disagree
Total 30 100.0 100.0

7. Technological Pedagogical Content Knowledge

Descriptive Statistics
100
 Minimu Maximu Std.
N m m Mean Deviation
X1 30 1.00 4.00 2.0000 .98261
X2 30 1.00 4.00 2.1000 .95953
X3 30 1.00 4.00 2.3000 .98786
X4 30 1.00 5.00 2.4000 1.06997
X5 30 1.00 5.00 2.1333 1.16658
Valid N 30
(listwise)

Statistics
X1 X2 X3 X4 X5
N Valid 30 30 30 30 30
Missing 0 0 0 0 0

X1
Valid Cumulative
Frequency Percent Percent Percent
Valid Strongly 10 33.3 33.3 33.3
Agree
Agree 14 46.7 46.7 80.0
Not Sure 2 6.7 6.7 86.7
Disagree 4 13.3 13.3 100.0
Total 30 100.0 100.0

X2
Valid Cumulative
Frequency Percent Percent Percent
Valid Strongly 8 26.7 26.7 26.7
Agree
Agree 15 50.0 50.0 76.7
Not Sure 3 10.0 10.0 86.7
Disagree 4 13.3 13.3 100.0
Total 30 100.0 100.0

X3
Valid Cumulative
Frequency Percent Percent Percent
Valid Strongly 8 26.7 26.7 26.7
Agree
Agree 8 26.7 26.7 53.3
Not Sure 11 36.7 36.7 90.0
101
 Disagree 3 10.0 10.0 100.0
Total 30 100.0 100.0

X4
Valid Cumulative
Frequency Percent Percent Percent
Valid Strongly Agree 7 23.3 23.3 23.3
Agree 9 30.0 30.0 53.3
Not Sure 10 33.3 33.3 86.7
Disagree 3 10.0 10.0 96.7
Strongly 1 3.3 3.3 100.0
Disagree
Total 30 100.0 100.0

X5
Valid Cumulative
Frequency Percent Percent Percent
Valid Strongly Agree 12 40.0 40.0 40.0
Agree 7 23.3 23.3 63.3
Not Sure 7 23.3 23.3 86.7
Disagree 3 10.0 10.0 96.7
Strongly 1 3.3 3.3 100.0
Disagree
Total 30 100.0 100.0

102