An Analysis of Technological Content Knowledge (TCK) of English Teachers in Vocational High School
Abstract
Technological Content Knowledge (TCK) is the knowledge of integrating technology into learning materials. The previous research examined TCK in many fields of education, such as history, elementary school teacher education, mathematics, biology, and science. However, TCK study in the English field is still under-researched. Therefore, this study aims to find the English teacher's knowledge of TCK. This study employed a qualitative approach with narrative inquiry design. The researchers used interviews, observation, and documentation to collect the data. The samples of this study are three English teachers in vocational high schools recruited based on several criteria determined by researchers. The finding showed that all participants mastered various technologies to deliver learning and could combine the two things well to achieve learning objectives. It can be concluded that all participants have a good level of knowledge of TCK.
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References
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Bensafa, A. (2017). Functions of ESP: Criteria to Understand what Really Makes IT an Approach Not a Product. Journal of Social Sciences, 3(3), 175-179.
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Fauziah, S., & Nasrullah, N. (2023). Investigating the Use of Webtoon Application for Learning English Skills. JELITA, 4(2), 117-132.
Fuada, Z., Soepriyanto, Y., & Susilaningsih, S. (2020). Analisis Kemampuan Technological Content Knowledge (TCK) pada Mahasiswa Program Studi Pendidikan Guru Sekolah Dasar. JKTP: Jurnal Kajian Teknologi Pendidikan, 3(3), 251-261.
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Rosalina, E., Nasrullah, N., & Elyani, E. P. (2020). Teacher’s Challenges Towards Online Learning in Pandemic Era. LET: Linguistics, Literature and English Teaching Journal, 10(2), 71-88.
Tang, C., Mao, S., Naumann, S. E., & Xing, Z. (2022). Improving Student Creativity Through Digital Technology Products: A Literature Review. Thinking Skills and Creativity, 44, 101032.
Sofianto, A., & Zuhri, M. (2021). Hambatan dan Solusi Pembelajaran Jarak Jauh pada Era Pandemi Covid-19 di Jawa Tengah. Jurnal Pendidikan dan Kebudayaan, 6(2), 173-186.
Vachkova, S. N., Petryaeva, E. Y., Tsyrenova, M. G., Shukshina, L. V., Krasheninnikova, N. A., & Leontev, M. G. (2022). Competitive Higher Education Teacher for the Digital World. Contemporary Educational Technology, 14(4), ep391.
Yuliejantiningsih, Y. (2020). The Implementation of Online Learning in Early Childhood Education During the COVID-19 Pandemic. Jurnal Pendidikan Usia Dini, 14(2), 247-261.
Akele, F. E. (2014). Information and Communication Technology as Teaching and Learning Space for Teachers of English Language in Schools. Journal of Emerging Trends in Educational Research and Policy Studies, 5(1), 100.
Angers, J., & Machtmes, K. (2005). An Ethnographic Case Study of Beliefs, Context Factors, and Practices of Teachers Integrating Technology. The qualitative report, 10(4), 771-794.
Bensafa, A. (2017). Functions of ESP: Criteria to Understand what Really Makes IT an Approach Not a Product. Journal of Social Sciences, 3(3), 175-179.
Cahyati, S., Rachmijati, C., & Rizkiani, S. (2015). Aalisis Kebutuhan Siswa dalam Materi Buku Teks Bahasa Inggris Tingkat SMK. Jurnal Ilmiah P2M STKIP Siliwangi, 2(2), 209-216. https://doi.org/10.22460/p2m.v2i2p209-216.180
Connelly, F. M., & Clandinin, D. J. (1990). Stories of Experience and Narrative Inquiry. Educational Researcher, 19(5), 2–14. https://doi.org/10.3102/0013189X019005002
Davies, R.S., & West, R.E. (2014). Technology Integration in Schools. In: Spector, J., Merrill, M., Elen, J., Bishop, M. (eds) Handbook of Research on Educational Communications and Technology. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-3185-5_68
Dockstader, J. (1999). Teachers of The 21st Century Know The What, Why, and How of Technology Integration. THE journal, 26(6), 73-74.
Donough, Jo.Mc. (1984). ESP in Perspective: A Practical Guide. London: Collin ELT.
Esther, A. F. (2013). Information and Communication Technology As Teaching and Learning Space for Teachers English Language in Schools. Journal of Emerging Trends in Educational Research and Policy Studies, 5(1), 100-107.
Fauziah, S., & Nasrullah, N. (2023). Investigating the Use of Webtoon Application for Learning English Skills. JELITA, 4(2), 117-132.
Fuada, Z., Soepriyanto, Y., & Susilaningsih, S. (2020). Analisis Kemampuan Technological Content Knowledge (TCK) pada Mahasiswa Program Studi Pendidikan Guru Sekolah Dasar. JKTP: Jurnal Kajian Teknologi Pendidikan, 3(3), 251-261.
Halili, S. H. (2019). Technological Advancements in Education 4.0. The Online Journal of Distance Education and e-Learning, 7(1), 63-69.
Harris, J., Mishra, P., & Koehler, M. (2009). “Teachers’ Technological Pedagogical Content Knowledge and Learning Activity Types: Curriculum-based Technology Integration Reframedâ€. Journal of Research on Technology in Education, 41(4), 393–416.
Hayati, M. N. (2019). Integrated Science Digital Module Based On Scientific Literacy: Analyzing Technological Content Knowledge (TCK) Skills in Industry Revolution 4.0 Era. Unnes Science Education Journal, 8(1).
Hidayah, B., Na’im, M., & Puji, R. P. N. (2020). Technological Content Knowledge of History Teachers in Jember. IOP Conference Series: Earth and Environmental Science, 485(1), 012132. https://doi.org/10.1088/1755-1315/485/1/012132
Hutchinson, T., & Waters, A. (1987). English for Specific Purposes. Cambridge University Press.
Koehler, M. J., Mishra, P., Kereluik, K., Shin, T. S., & Graham, C. R. (2014). The Technological Pedagogical Content Knowledge Framework. Handbook of Research on Educational Communications and Technology, 101-111.
Kouser, S., & Majid, I. (2021). Technological Tools for Enhancing Teaching and Learning Process. Towards Excellence, 13(1), 366-373
Ljubojevic, M., Vaskovic, V., Stankovic, S., & Vaskovic, J. (2014). Using Supplementary Video in Multimedia Instruction As a Teaching Tool to Increase Efficiency of Learning and Quality of Experience. The International Review of Research in Open and Distributed Learning, 15(3).
Mishra, P., & Koehler, M. J. (2009). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record, 108(6), 1017-1054.
Mu’in, F., Mariani, N., Nasrullah, N., & Amelia, R. (2023). EFL Students’ Perception on E-Learning in Post-Pandemic: Assessment, Learning Outcome, Evaluation & Problem Faced. Utamax : Journal of Ultimate Research and Trends in Education, 5(1), 22–32. https://doi.org/10.31849/utamax.v5i1.11615
Mulyanti, Y., & Rahmat, D. (2019). Profile of Students’ Technological Content Knowledge in School Mathematics. Journal of Physics: Conference Series (Vol. 1179, No. 1, p. 012059). IOP Publishing.
Muthuprasad, T., Aiswarya, S., Aditya, K. S., & Jha, G. K. (2021). Students’ Perception and Preference for Online Education in India During COVID-19 Pandemic. Social Sciences & Humanities Open, 3(1), 100101.
Nasrullah, N. (2021). Pre-service and In-service English Teachers’ Outlook in the Use of Online Learning. UAD TEFL International Conference (Vol. 2, pp. 54-61).
Nasrullah, N., & Asrimawati, I. F. (2023). Investigating Cognitive Presence in the Enactment of Blended Learning for Learning English Speaking: The Perspective from the Higher Education in Indonesian Context. International Social Sciences and Humanities, 2(1), 117-124.
Oktamarsetyani, W., & Paidi, P. (2019). The Analysis Ability of Technological Content Knowledge (TCK) of Biology Education’s Students in Universitas Ahmad Dahlan in Preparation of Learning Plan. Jurnal Bioedukatika, 7(2), 107. https://doi.org/10.26555/bioedukatika.v7i2.12327
Pp_29_90.pdf. (1990). Retrieved December 12, 2023, from https://simpuh.kemenag.go.id/regulasi/pp_29_90.pdf
Putri, G. A., & Nasrullah, N. (2023). Investigating the Effectiveness of Wattpad App on Students' Motivation in Reading. REGISTER: Journal of English Language Teaching of FBS-Unimed, 12(1).
Rintaningrum, R. (2023). Technology Integration in English Language Teaching and Learning: Benefits and challenges. Cogent Education, 10(1), 2164690.
Rosalina, E., Nasrullah, N., & Elyani, E. P. (2020). Teacher’s Challenges Towards Online Learning in Pandemic Era. LET: Linguistics, Literature and English Teaching Journal, 10(2), 71-88.
Tang, C., Mao, S., Naumann, S. E., & Xing, Z. (2022). Improving Student Creativity Through Digital Technology Products: A Literature Review. Thinking Skills and Creativity, 44, 101032.
Sofianto, A., & Zuhri, M. (2021). Hambatan dan Solusi Pembelajaran Jarak Jauh pada Era Pandemi Covid-19 di Jawa Tengah. Jurnal Pendidikan dan Kebudayaan, 6(2), 173-186.
Vachkova, S. N., Petryaeva, E. Y., Tsyrenova, M. G., Shukshina, L. V., Krasheninnikova, N. A., & Leontev, M. G. (2022). Competitive Higher Education Teacher for the Digital World. Contemporary Educational Technology, 14(4), ep391.
Yuliejantiningsih, Y. (2020). The Implementation of Online Learning in Early Childhood Education During the COVID-19 Pandemic. Jurnal Pendidikan Usia Dini, 14(2), 247-261.
Published
2023-12-31
How to Cite
FAUZIAH, Salsabila; NASRULLAH, Nasrullah; ASRIMAWATI, Inayati Fitriah.
An Analysis of Technological Content Knowledge (TCK) of English Teachers in Vocational High School.
Pioneer: Journal of Language and Literature, [S.l.], v. 15, n. 2, p. 290-303, dec. 2023.
ISSN 2655-8718.
Available at: <https://unars.ac.id/ojs/index.php/pioneer/article/view/3755>. Date accessed: 17 apr. 2025.
doi: https://doi.org/10.36841/pioneer.v15i2.3755.
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