Ideal TPACK For Arabic Language Lecturer: Student Voices

Abd. Rozak, Pia Khoirotun Nisa, Azkia Muharom Albantani

Abstract


TPACK-based learning (Technology Pedagogical Content Knowledge) is an alternative strategy in the online-based learning process. This has an impact on the selection of learning activities, media as well as improving the quality of teaching pedagogy, so it is necessary to map the TPACK learning process based on the students’ perceptions who have participated in the TPACK-based learning Arabic. This study aims to identify student responses to the TPACK-based learning process with several categories. This study uses an exploratory research design by adopting questionnaire consisting of 27 statement items covering the 7 TPACK sub-domains. The questions were distributed via google form to 129 students, the analysis applied descriptive statistical techniques. The research findings show that the implementation of Arabic learning based on TPACK framework utilise indicators such as the use of online media, the application of online-based classroom administration, the availability of online learning resources, and the improvement of teaching pedagogy based on teaching technology. Through the integration of technology, pedagogy, content knowledge, it can accelerate the process of acquiring and increasing student Arabic productivity. This study recommends further research to identify the application and effectiveness of using technology, content and pedagogy separately.

Keywords


Language Acquisition; Language Learning; TPACK

Full Text:

PDF

References


Abbitt, J. T. (2011). Measuring Technological Pedagogical Content Knowledge in Preservice Teacher Education: A Review of Current Methods and Instruments. Journal of Research on Technology in Education, 43(4), 281–300. https://doi.org/10.1080/15391523.2011.10782573

Agustini, K., Santyasa, I. W., & Ratminingsih, N. M. (2019). Analysis of Competence on “TPACK”: 21st Century Teacher Professional Development. Journal of Physics: Conference Series, 1387, 012035. https://doi.org/10.1088/1742-6596/1387/1/012035

Archambault, L., & Crippen, K. (2009). Examining TPACK Among K-12 Online Distance Educators in the United States. Contemporary Issues in Technology and Teacher Education, 9(1), 71–88.

Baser, D., Kopcha, T. J., & Ozden, M. Y. (2016). Developing a technological pedagogical content knowledge (TPACK) assessment for preservice teachers learning to teach English as a foreign language. Computer Assisted Language Learning, 29(4), 749–764. https://doi.org/10.1080/09588221.2015.1047456

Brosh, H. Y. (2019). Arabic language-learning strategy preferences among undergraduate students. Studies in Second Language Learning and Teaching, 9(2), 351–377. https://doi.org/10.14746/ssllt.2019.9.2.5

Efthimiadou, E., & Sansoniou, V. (2020). Intercultural Education in a Technology-Enhanced Foreign Language Learning Environment Implementing the TPACK Approach: Challenges and Possibilities. Journal of Literature and Art Studies, 10(9). https://doi.org/10.17265/2159-5836/2020.09.016

Elgort, I. (2018). Teaching/Developing Vocabulary Using ICTs and Digital Resources. In J. I. Liontas, T. International Association, & M. DelliCarpini (Eds.), The TESOL Encyclopedia of English Language Teaching (pp. 1–15). John Wiley & Sons, Inc. https://doi.org/10.1002/9781118784235.eelt0735

Farikah, F., & Al Firdaus, Moch. M. (2020). Technological Pedagogical and Content Knowledge (TPACK): The Students’ Perspective on Writing Class. Jurnal Studi Guru Dan Pembelajaran (JSGP), 3(2). https://e-journal.my.id/jsgp/article/view/303

Febriani, S. R., & Anasruddin, A. (2020). Technology for Four Skills Arabic in The Era Emergency of Covid-19 in Indonesia. Ta’lim al-’Arabiyyah: Jurnal Pendidikan Bahasa Arab & Kebahasaaraban, 4(1), 1–11. https://doi.org/10.15575/jpba.v4i1.8221

Gu, P., Zhang, Y., & Gu, H. (2020). Creating a technology-enhanced constructivist learning environment for research ability development in a BA Thesis Writing course. Computer Assisted Language Learning, 33(5–6), 538–566. https://doi.org/10.1080/09588221.2019.1576735

Holcomb, Z. C. (2017). Fundamentals of Descriptive Statistics. Routledge.

Kadarisman, M. (2017). Tantangan Perguruan Tinggi dalam Era Persaingan Global. Sociae Polites, 3–20. https://doi.org/10.33541/sp.v1i1.459

Kamarudin, M. Y., Yusoff, N. M. R. N., Yamat, H., & Abdul Ghani, K. (2016). Inculcation of Higher Order Thinking Skills (HOTS) in Arabic Language Teaching at Malaysian Primary Schools. Creative Education, 07(02), 307–314. https://doi.org/10.4236/ce.2016.72030

Koehler, M. J., & Mishra, P. (2005). What Happens When Teachers Design Educational Technology? The Development of Technological Pedagogical Content Knowledge. Journal of Educational Computing Research, 32(2), 131–152. https://doi.org/10.2190/0EW7-01WB-BKHL-QDYV

Kusuma, I. P. I. (2021). TPACK-Related Programs for Pre-Service English Teachers: An in-Depth Analysis on Efforts and Issues of Ict Integration. Jurnal Cakrawala Pendidikan, 40(1), 183–195. https://doi.org/10.21831/cp.v40i1.28820

Larson, L. C., & Miller, T. N. (2011). 21st Century Skills: Prepare Students for the Future. Kappa Delta Pi Record, 47(3), 121–123. https://doi.org/10.1080/00228958.2011.10516575

Masrai, A., & Milton, J. (2018). The role of informal learning activities in improving L2 lexical access and acquisition in L1 Arabic speakers learning EFL. The Language Learning Journal, 46(5), 594–604. https://doi.org/10.1080/09571736.2018.1520655

Moghazy, M. (2021). Teaching and Learning Arabic as a Second Language: A Case Study of Dubai. International Journal of Science and Engineering Applications, 10(05), 052–061. https://doi.org/10.7753/IJSEA1005.1002

Mollaei, F., & Riasati, M. J. (2013). Teachers’ Perceptions of Using Technology in Teaching EFL. International Journal of Applied Linguistics & English Literature, 2(1), 13–22. https://doi.org/10.7575/ijalel.v.2n.1p.13

Moore, J. L., Dickson-Deane, C., & Galyen, K. (2011). e-Learning, online learning, and distance learning environments: Are they the same? The Internet and Higher Education, 14(2), 129–135. https://doi.org/10.1016/j.iheduc.2010.10.001

Mufidah, N., Suryawati, D., Sa’adah, N., & Bin Tahir, S. Z. (2019). Learning Arabic Writing Skill Based on Digital Products. Ijaz Arabi Journal of Arabic Learning, 2(2). https://doi.org/10.18860/ijazarabi.v2i2.8395

Nayar, B., & Koul, S. (2020). Blended learning in higher education: A transition to experiential classrooms. International Journal of Educational Management, 34(9), 1357–1374. https://doi.org/10.1108/IJEM-08-2019-0295

Ningsih, S. (2020). Persepsi Mahasiswa Terhadap Pembelajaran Daring Pada Masa Pandemi Covid-19. JINOTEP (Jurnal Inovasi Dan Teknologi Pembelajaran): Kajian Dan Riset Dalam Teknologi Pembelajaran, 7(2), 124–132. https://doi.org/10.17977/um031v7i22020p124

Pamuk, S., Ergun, M., Cakir, R., Yilmaz, H. B., & Ayas, C. (2015). Exploring relationships among TPACK components and development of the TPACK instrument. Education and Information Technologies, 20(2), 241–263. https://doi.org/10.1007/s10639-013-9278-4

Quddus, A. (2020). Implementasi Technological Pedagogical Content Knowledge (TPACK) dalam Pendidikan Profesi Guru (PPG) PAI LPTK UIN Mataram. Jurnal Tatsqif, 17(2), 213–230. https://doi.org/10.20414/jtq.v17i2.1911

Rahmadi, I. F. (2019). Technological Pedagogical Content Knowledge (TPACK): Kerangka Pengetahuan Guru Abad 21. Jurnal Pendidikan Kewarganegaraan, 6(1), 65. https://doi.org/10.32493/jpkn.v6i1.y2019.p65-74

Rizqiyah, N. (2021). Implementasi Technological Pedagogical Content Knowledge Sebagai Modernisasi di Bidang Pendidikan. Niagawan, 10(2), 159. https://doi.org/10.24114/niaga.v10i2.25004

Safutri, J. T., Febriani, S. R., & Hilmi, D. (2020). Improvement of Arabic Language Tearcher Competency Based on Multiple Intelligences. Lughawiyah: Journal of Arabic Education and Linguistics, 2(1). https://doi.org/10.31958/lughawiyah.v2i1.1949

Sanusi, A., Sauri, S., & Nurbayan, Y. (2020). Non-Native Arabic Language Teacher: Low Teacher’s Professional Competence Low Quality Outcomes? Arabiyat : Jurnal Pendidikan Bahasa Arab Dan Kebahasaaraban, 7(1), 45–60. https://doi.org/10.15408/a.v7i1.12722

Sauri, S., Saepulloh, S., & Sanusi, A. (2021). Guru Profesional Abad-21. Mustika Ilmu.

Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Koehler, M. J., & Shin, T. S. (2009). Technological Pedagogical Content Knowledge (TPACK): The Development and Validation of an Assessment Instrument for Preservice Teachers. Journal of Research on Technology in Education, 42(2), 123–149.

Setyarini, S., Musthafa, B., & Muslim, A. B. (2020). “I start learning English through speaking”: Social agency demand and inter-school readiness for Indonesian young English learners. Indonesian Journal of Applied Linguistics, 10(1), 218–225. https://doi.org/10.17509/ijal.v10i1.25062

Sindi Alivi, J. (2019). A Review of TPACK and SAMR Models: How Should Language Teachers Adopt Technology? Journal of English for Academic and Specific Purposes, 2(2), 1. https://doi.org/10.18860/jeasp.v2i2.7944

Sojanah, J., Suwatno, S., Kodri, K., & Machmud, A. (2021). Factors Affecting Teachers’ Technological Pedagogical and Content Knowledge (A Survey on Economics Teacher Knowledge). Jurnal Cakrawala Pendidikan, 40(1), 1–16. https://doi.org/10.21831/cp.v40i1.31035

Swallow, M. J. C., & Olofson, M. W. (2017). Contextual Understandings in the TPACK Framework. Journal of Research on Technology in Education, 49(3–4), 228–244. https://doi.org/10.1080/15391523.2017.1347537

Tseng, J.-J. (2018). Exploring TPACK-SLA interface: Insights from the computer-enhanced classroom. Computer Assisted Language Learning, 31(4), 390–412. https://doi.org/10.1080/09588221.2017.1412324

Ulin Nuha, I., Abdul Lathief, M., & Yuliati, N. (2020). Analisis Technological Pedagogical and Content Knowledge (Tpack) Calon Guru PAUD Angkatan Tahun 2015 di Universitas Jember. Jurnal Edukasi, 7(2), 13. https://doi.org/10.19184/jukasi.v7i2.22674

van Rooij, S. W., & Zirkle, K. (2016). Balancing pedagogy, student readiness and accessibility: A case study in collaborative online course development. The Internet and Higher Education, 28, 1–7. https://doi.org/10.1016/j.iheduc.2015.08.001

Wargadinata, W. W. (2020). Mediated Arabic Language Learning for Arabic Students of Higher Education in COVID-19 Situation. Izdihar : Journal of Arabic Language Teaching, Linguistics, and Literature, 3(1). https://doi.org/10.22219/jiz.v3i1.11862




DOI: https://doi.org/10.18860/ijazarabi.v7i2.23120

Refbacks

  • There are currently no refbacks.


Copyright (c) 2024 Abd. Rozak, Pia Khoirotun Nisa, Azkia Muharom Albantani

License URL: https://creativecommons.org/licenses/by-sa/4.0/