Exploring Teachers’ and Students’ Experiences at SMA Muhammadiyah (Plus) Salatiga in Implementing TPACK and Choice Boards

Eryska Listiyaningtyas, Alfiana Risqi Auliya, Vony Maulidiyah, Farrah Zakiyyah Anwar, Setia Rini

Abstract


This case study, which takes a qualitative descriptive approach, examines how teachers and students view the use of the Technological Pedagogical and Content Knowledge (TPACK) framework along with the Choice Board method in English instruction at SMA Muhammadiyah (Plus) Salatiga. Information was gathered through semi-structured interviews with a group of ten teachers and twenty-five students, which were then analyzed using thematic analysis. The results reveal that combining TPACK with Choice Boards improved students’ motivation, engagement, and learning independence by offering interactive and tailored learning opportunities. Teachers also found this method to be beneficial for promoting student-centered teaching and accommodating varied learning preferences. However, several obstacles were noted, including inadequate digital preparedness among teachers, deficiencies in technological skills, and issues related to infrastructure, like inconsistent internet connectivity. The research concludes that merging TPACK and Choice Boards can lead to more impactful and individualized English learning experiences. Nonetheless, ongoing professional development and institutional support are essential for effective implementation in English as a Foreign Language (EFL) classroom.


Keywords


TPACK; Choice Board; Differentiated Instruction; EFL; Student Engagement

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References


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DOI: https://doi.org/10.31004/jele.v11i5.2540

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