AN ANALYSIS ON THE IMPLEMENTATION OF TECHNOLOGICAL PEDAGOGICAL AND CONTENT KNOWLEDGE (TPACK) FRAMEWORK IN ENGLISH LANGUAGE LEARNING APPLIED BY AN ENGLISH TEACHER AT MTSN 3 SIDOARJO

Penelitian ini mengkaji implementasi kerangka kerja Technological Pedagogical and Content Knowledge (TPACK) dalam pembelajaran bahasa Inggris yang dilakukan oleh seorang guru bahasa Inggris di MTsN 3 Sidoarjo. Tujuan dari penelitian ini adalah untuk mendeskripsikan bagaimana kerangka kerja TPACK diterapkan serta mengidentifikasi tantangan yang dihadapi guru dalam mengintegrasikan teknologi, pedagogi, dan konten pembelajaran. Penelitian ini menggunakan metode deskriptif kualitatif, dengan teknik pengumpulan data melalui observasi kelas, analisis RPP, dan wawancara. Hasil penelitian menunjukkan bahwa komponen Pedagogical Content Knowledge (PCK) merupakan bagian yang paling dominan diterapkan, terlihat dari strategi pengajaran kontekstual seperti diskusi kelompok, penulisan kolaboratif, dan pembelajaran berbasis tema kehidupan nyata. Sementara itu, penggunaan alat teknologi seperti presentasi PowerPoint dan laboratorium bahasa menunjukkan adanya elemen TPACK, meskipun penerapannya masih terbatas akibat kendala teknis. Guru menghadapi beberapa tantangan dalam integrasi teknologi, seperti keterbatasan infrastruktur dan kurangnya kepercayaan diri dalam mengoperasikan perangkat seperti proyektor LCD. Meskipun demikian, guru menunjukkan kemampuan adaptasi dengan memberikan alternatif strategi pembelajaran saat teknologi tidak dapat digunakan. Penelitian ini menyimpulkan bahwa meskipun secara konseptual kerangka TPACK hadir, implementasinya dalam praktik masih didominasi oleh PCK, sementara komponen teknologi perlu ditingkatkan. Pelatihan berkelanjutan dan dukungan institusi disarankan untuk mengoptimalkan integrasi TPACK dalam pembelajaran bahasa.
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This research investigates the implementation of the Technological Pedagogical and Content Knowledge (TPACK) framework in English language learning conducted by an English teacher at MTsN 3 Sidoarjo. The study aims to describe how the TPACK framework is applied and to identify the challenges faced by the teacher in integrating technology with pedagogy and content. Employing a descriptive qualitative method, data were collected through classroom observations, analysis of lesson plans, and interviews. The findings reveal that Pedagogical Content Knowledge (PCK) was the most dominantly applied component, demonstrated through contextual teaching strategies such as group discussions, collaborative writing, and real-life themed learning activities. Meanwhile, the use of technological tools such as PowerPoint presentations and language laboratories indicated the presence of TPACK elements, although their implementation was limited due to technical difficulties. The teacher encountered several challenges in technological integration, including limited infrastructure and lack of confidence in operating devices like LCD projectors. Despite these challenges, the teacher showed adaptability by providing alternative instructional strategies when technology failed. The study concludes that while the TPACK framework was conceptually present, its practical implementation was still dominated by PCK, with technological components requiring further development. Continuous training and institutional support are recommended to optimize the integration of TPACK in language learning.