Abstract:
This study investigated EFL pre-service teachers’ perceptions on TPACK (Technological Pedagogical Content Knowledge) for their teaching at English education students of a private college in Ciamis, Indonesia. The purposes of this study were to investigate EFL pre-service teachers’ perceptions on TPACK (Technological Pedagogical Content Knowledge) and to figure out how EFL pre-service teachers implement TPACK (Technological Pedagogical Content Knowledge) for their teaching. A survey study was used as a research design. The writer purposively selected 35 pre-service teachers (11 male and 24 female students) as the participants. The writer used the questionnaires as research instrument in this study. Exploratory data analysis was used by the writer to analyze the data. The findings showed that EFL pre-service teachers gave their positive perceptions on TPACK (Technological Pedagogical Content Knowledge) for their teaching. It also showed that all seven domains of TPACK (Technological Pedagogical Content Knowledge) were implemented by EFL pre-service teachers of a private college in Ciamis, Indonesia. The conclusions revealed that TK, TPK, and TPC were informed as of the highest percentages followed by PK, CK, PCK, and TCK. It also revealed that they implemented their TPACK which mostly focus on technological knowledge rather than pedagogical knowledge. Based on the conclusions, the lecturers are expected to present more deep explanation of the theories about TPACK (Technological Pedagogical Content Knowledge) in teaching English to college students or EFL pre-service teachers. Besides, EFL pre-service teachers at English education students of a private college in Ciamis are expected to improve their skills and strategies in teaching English by implementing TPACK (Technological Pedagogical Content Knowledge). In addition, the next researchers are expected to find out EFL pre-service teachers and the students’ improvement and difficulties on TPACK (Technological Pedagogical Content Knowledge).
