TEACHERS’ PERCEPTIONS OF THE URGENCY OF TPACK IN ENGLISH LANGUAGE TEACHING AT SMK NEGERI 1 REJANG LEBONG

Hafidzah, Naflah Prisda (2026) TEACHERS’ PERCEPTIONS OF THE URGENCY OF TPACK IN ENGLISH LANGUAGE TEACHING AT SMK NEGERI 1 REJANG LEBONG. Skripsi thesis, UIN Imam Bonjol Padang.

	Text (COVER DAN DAFTAR ISI) Text (COVER - DAFTAR ISI).pdf - Published Version Download (2MB)
	Text (BAB I) Text (BAB I).pdf - Published Version Download (376kB)
	Text (BAB III) Text (BAB III).pdf - Published Version Download (323kB)
	Text (BAB V) Text (BAB V - DAFTAR PUSTAKA).pdf - Published Version Download (345kB)
	Text (FULL TEXT) Naflah Prisda Hafidzah 2214050122 (FULL).pdf - Published Version Restricted to Repository staff only Download (3MB) | Request a copy

Abstract

This study explores English teachers' perceptions of the urgency of Technological Pedagogical Content Knowledge (TPACK) in English Language Teaching at SMK Negeri 1 Rejang Lebong, a vocational high school in Bengkulu Province, Indonesia. Using a descriptive qualitative approach, data were collected through semi-structured interviews with four English teachers and analyzed through Miles and Huberman's framework, with findings interpreted using Rogers' (2003) Diffusion of Innovations and Ajzen's (1991) Theory of Planned Behavior alongside the TPACK framework by Mishra and Koehler (2006). The findings reveal that all four teachers perceive TPACK as genuinely urgent, though each in a distinct way, ranging from daily practical decisions and principled content-technology alignment to contextual negotiation and vocational task design that bridges English and students' trade identities. These perceptions are shaped by curriculum demands, uneven student digital readiness, infrastructure limitations, perceived teacher competence, a generational gap, and the absence of TPACK-specific professional development, while implementation is further complicated by unstable internet, scarce projection equipment, and a provincial policy restricting student smartphone use. The study concludes that these teachers do not need convincing, as they already believe in TPACK's urgency, but they do need the institutional infrastructure and targeted professional development that would allow them to act on that belief consistently.

Actions (login required)

View Item