ABSTRACT
Aulia Rahma Eka Kusuma Dewi. S891908007. 2023. Analyzing EFL Teachers’ Self-Efficacy in Perceiving Technological Pedagogical Content Knowledge (TPACK): A Case Study at Senior High School in Cilacap. A thesis. First consultant: Prof. Dra. Diah Kristina, M.A., Ph.D. Second consultant: Dr. Ngadiso, M.Pd. English Education Department, Graduate School. Universitas Sebelas Maret.
Due to the COVID-19 pandemic, technology demands in the 21st CL era were crucial. Technology has changed the way of teaching; however, most technologies are not designed for education. The TPACK framework proposed by Mishra and Kohler (2009) can bridge the teacher's pedagogy and the appropriate technology for teaching. Then, another aspect that was no less important was teachers' self-efficacy in integrating technology. This study investigated the teachers' perception of using TPACK, their self-efficacy, and their alignment. This study employed a case study design with four EFL teachers of a senior high school in Central Java. Semi-structured interviews, questionnaires, and classroom observation were used to collect the data. The data were analyzed using interactive models of analysis.
The study found that (1) the TPACK teachers at the school are good. The dominant TPACK average domains are PK, CK, PCK, TK, and TPK. (2) The dominant source of self-efficacy in T2, T3, and T1 is mastery experience, but in T4 is psychological and emotional states. Meanwhile, the dominant efficacy in the implementation one brought to class was T2, followed by T3, T1, and T4. They are good at implementing instructional strategies, classroom management, and student engagement. (3) From the percentage, the score of T2's self-efficacy was 86.7% and 86.9% in the TPACK framework. The self-efficacy score in T3 was 100%, and 81.5% in TPACK. T1 was 84.4% in self-efficacy and 88.5% in TPACK. T4's self-efficacy was 80% and 78.5% in TPACK. Thus, there is a relation between the EFL teachers' SE and their use of technology in EFL teaching. It is also found that the learning model mostly used at the school that implemented TPACK is TPACK-PjBL, as all teachers implement the PjBL model to achieve students' learning outcomes. In short, self-efficacy fosters teachers' motivation, develops teachers' TPACK, and influences the successful level of teaching practices to execute the TPACK framework. The implication indicates that teachers should have a positive perception first towards technology; that way, the efficacy will be high for dealing with complex problems. Future research could also investigate a similar topic in the same boat, such as with the quantitative research method, by considering teachers' demographics as the dependent variable and with additional variables.
