A STUDY OF JUNIOR HIGH SCHOOL ENGLISH TEACHERS' PERCEPTIONS ON TECHNOLOGICAL PEDAGOGICAL AND CONTENT KNOWLEDGE (TPACK) IN BENGKULU CITY

Hardela, Hardela and Syafrizal, Syafrizal and Mulyadi, Mulyadi (2022) A STUDY OF JUNIOR HIGH SCHOOL ENGLISH TEACHERS' PERCEPTIONS ON TECHNOLOGICAL PEDAGOGICAL AND CONTENT KNOWLEDGE (TPACK) IN BENGKULU CITY. Undergraduated thesis, Universitas Bengkulu.

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Abstract

The aims of this research is to find out the perceptions of Junior High School English Teachers in Bengkulu City on TPACK. The researcher has limited this research by focusing on the perceptions of Junior High School English Teachers on TPACK, also the researcher only focussing on the English teachers in Bengkulu City. This reserch used descriptive quantitative approach. The instrument used in this research is open-ended questionnaire. The sample of this study is 53 Junior High School English teachers in Bengkulu City. The result of this research showed that teachers' positive perceptions of Technological Pedagogical and Content Knoweledge (TPACK) was 75% much higher than negative perception which was only 25%. Thus, it was concluded that the perceptions of the English teachers at the junior high school in Bengkulu city regarding to Technological Pedagogical and Content Knowledge (TPACK) was positive. It indicates that most of them already have the TPACK competencies and also they already have the knowledge in integrating technology, pedagogy and content into English language learning. However, the teachers perceptions on technology sub domains is lower than non technology sub domains. From this research the researcher suggested the schools to cooperate with the government or educational institutions to hold training of information and communication technology. Keywords: Technological Pedagogical and Content Knowledge (TPACK), English teachers, Perception

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