The Voices of Preservice EFL Teachers on the Implementation of Teacher Educators‘

Effendi Limbong

The Voices of Preservice EFL Teachers on the Implementation of Teacher Educators‘

Effendi Limbong

Abstract

ABSTRACT

This research investigate pre-service EFL teachers’ voices toward teacher educators’ implementation of flipped classroom combined with Facebook throughout TPACK that can be observed by pre-service EFL teachers during their teacher training program. This study employed phenomenology of semi-structure interview and document e-portfolio projects of eight pre-service EFL teachers. This research revealed although not all participants were unfamiliar with flipped classroom, this approach to combine with Facebook as media to upload e-portfolios of previous pre-service EFL teachers and various website links to design and develop PACI model was effective and efficient in understanding the content of PACI model before they have face to face classes. The significance of this study is useful for pre-service EFL teachers to witness the use flipped classroom combine with Facebook to extend the use of technology for being self-discipline and self-directness to design and develop PACI model throughout the TPACK framework in supporting them to be 21^st future teachers.

ABSTRAK

Penelitian ini mengungkap pengalaman para calon guru terhadap penerapan kelas terbalik dengan menggunakan Facebook sebagai media oleh dosen dengan TPACK yang dapat diamati oleh para calon guru selama mengikuti perkuliahan agar nantinya dapat mereka terapkan. Dengan menggunakan phenomenology semi interview terstruktur terhadap delapan calon guru dan menganalisa hasil unjuk kerja berbasis portofolio elektronik. Penelitian ini menemukan walaupun tidak semua calon guru terbiasa dengan pendekatan kelas terbalik, penggabungan metode ini dengan Facebook sebagai media untuk memasukkan materi ajar dari Internet ditambah dengan hasil kerja mahasiswa sebelumnya berbasis elektronik portofolio untuk mendesain dan membuat materi ajar berbasis teknologi dengan menggunakan PowerPoint, Audacity, Camtasia, dan Internet (PACI) efektif dan efisien untuk difahami dan diterapkan oleh calon guru sebelum mengikuti perkuliahan dan meningkatkan penggunaan teknologi untuk belajar mandiri, mendesain, dan membuat PACI model berdasarkan TPACK untuk menjadi guru abad 21.

How to Cite: Limbong, E. (2016). The Voices of Preservice EFL Teachers on the Implementation of Teacher Educators’ Flipped Classroom in Designing and Developing PACI Model. IJEE (Indonesian Journal of English Education), 3(2), 171-191 doi:10.15408/ijee.v3i2.5511.

Permalink/DOI: http://dx.doi.org/10.15408/ijee.v3i2.5511

Keywords

TPACK, flipped classroom; facebook; PACI;

References

Adamy, P., & Boulmetis, J. (2006). The impact of modeling technology integration on pre-service teachers' technology confidence. Journal of Computing in Higher Education, 17(2), 100-120.

Akcaoglu, M., & Bowman, N. D. (2016). Using instructor-led Facebook groups to enhance students’ perceptions of course content. Computers in Human Behavior, XXX, 1-9.

Angeli, C., & Valanides, N. (2008). TPCK in pre-service teacher education: Preparing primary education students to teach with technology. Paper presented at the The Annual Meeting of the American Educational Research Association, New York.

Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day (Vol. 1). Washington: International Society for Technology in Education (ISTE).

Bezukladnikov, K. E., & Kruze, B. A. (2015). Modern education technologies for pre-service foreign language teachers. Procedia-Social and Behavioral Sciences, 200, 393 – 397.

Brown, H. D. (2007). Teaching by principles: An interactive approach to language pedagogy (3rd ed.). New York: Pearson Education, Inc.

Bryman, A. (2012). Social research methods (4th ed.). New York: Oxford University Press.

Chai, C. S., Koh, J. H. L., Tsai, C.C., & Tan, L. L. W. (2011). Modeling primary school pre-Service teachers' Technological Pedagogical Content Knowledge (TPACK) for meaningful learning with Information and Communication Technology (ICT). Computers & Education, 57, 1184-1193. doi: 10.1016/J.COMPEDU.2011.01.007

Cox, S. M. (2008). A conceptual analysis of Technological Pedagogical Content Knowledge (Unpublished Doctoral Dissertation). Brigham Young University, Utah.

Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Boston: Pearson Education, Inc.

Donley, A. M. (2012). Research methods: Student handbook to sociology Vol. II. E. Grauerholz (Ed.). Retrieved from http://reader.eblib.com. ezproxy.flinders.edu.au/%28S%28x2w51 tu34klcobzawswcah2c%2 9%29/Reader.aspx?p=914729&o=478&u=Og8umcUfKejw3fbyfxFNGg%3d%3d&t=1413431022&h=B98CCD84B75935DE429ACA83C63A8614062AF7BA&s=27258800&ut=1451&pg=1&r=img&c=-1&pat =n&cms=-1&sd=2.

Eickelmann, B. (2011). Supportive and hindering factors to a sustainable implementation of ICT in schools. Journal for Educational Research Online, 3(1), 75-103.

English-Department-Study-Program. (2009). Learning and teaching with technology: A handbook for pre-Service EFL teachers. In Mulawarman University. (Ed.), (pp. 30). Samarinda: Mulawarman University.

Espinosa, L. F. (2015). The use of Facebook for educational purposes in EFL classrooms. Theory and Practice in Language Studies, 5(11), 2206-2211.

Evseeva, A., & Solozhenko, A. (2015a). Use of flipped classroom technology in language learning. Procedia - Social and Behavioral Sciences, 206, 205-209.

Evseeva, A., & Solozhenko, A. (2015b). Use of flipped classroom technology in language learning. Procedia - Social and Behavioral Sciences, 206, 205-209. doi: 10.1016/j.sbspro.2015.10.006.

Grabe, M., & Grabe, C. (2001). Integrating technology for meaningful learning (3rd ed.). Boston, New York: Houghton Mifflin Company.

Hao, Y. (2016). Exploring undergrad-uates' perspectives and flipped learning readiness in their flipped classrooms. Computers in Human Behavior, 59, 82-92.

Hao, Y., & Lee, K. S. (2016). Teaching in flipped classrooms: Exploring pre-service teachers' concerns. Computers in Human Behavior, 57, 250-260.

Harris, J., & Hofer, M. (2009). Instructional planning activity types as vehicles for curriculum-based TPACK development. In C. D. Maddux (Ed.), Research Highlights in Technology and Teacher Education (pp. 99-108). Chesapeake: Society for Information Technology and Teacher Education (SITE).

Hughes, J. E., & Scharber, C. M. (2008). Leveraging the development of English TPCK within the deictic nature of literacy. In A. C. o. I. a. Technology (Ed.), Handbook of Technological Pedagogical Content Knowledge (TPCK) for educators (pp. 87-106). New York: Routledge Taylor & Francis Group.

Jaipal-Jamani, K., & Figg, C. (2015). The framework of TPACK-in-practice: Designing content-centric technology professional learning contexts to develop teacher knowledge of technology-enhanced teaching (TPACK). In C. Angeli & N. Valanides (Eds.), Technological Pedagogical Content Knowledge: Exploring, Developing, and Assessing TPCK (pp. 137-163). New York Springer.

Jamani, K. J., & Figg, C. (2013). The TPACK-in-practice workshop approach: A shift from learning the tool to learning about technology-enhanced teaching. Paper presented at the International Conference on e-Learning, Kidmore End. Conference Papers & Proceedings retrieved from http://search. proquest.com.ezproxy.flinders.edu.au/docview/1380701542?accountid=10910.

Kim, M. K., Kim, S. M., Khera, O., & Getman, J. (2014). The experience of three flipped classrooms in an urban university: An exploration of design principles. The Internet and Higher Education, 22, 37-50. doi: 10.1016/j.iheduc.2014.04.003.

Koehler, M. J., & Mishra, P. (2006). Technological Pedagogical Content Knowledge: A Framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.

Koehler, M. J., & Mishra, P. (2008). Introducing TPCK. In A. C. o. I. a. Technology (Ed.), Handbook of Technological Pedagogical Content Knowledge (TPCK) for educators (pp. 3-29). New York: Routledge.

Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge?. Contempo-rary Issues in Technology and Teacher Education, 9(1), 60-70.

Koh, J. H. L., & Divaharan, S. (2011). Developing pre-service teachers' technology integration expertise through the TPACK-developing instructional model. Journal Educational Computing Research, 44(1), 35-58.

Koh, J. H. L., & Sing, C. C. (2011a). Modeling pre-service teachers’ technological pedagogical content knowledge (TPACK) perceptions: The influence of demographic factors and TPACK constructs. In G. Williams, P. Statham, N. Brown & B. Cleland (Eds.), Changing Demands, Changing Directions. Proceedings ascilite Hobart 2011 (pp. 735-746).

Koh, J. H. L., & Sing, C. C. (2011b). Modeling pre-service teachers’ Technological Pedagogical Content Knowledge (TPACK) perceptions: The influence of demographic factors and TPACK constructs. Paper presented at the Proceedings ascilite 2011 Hobart, Hobart.

Kurtz, G. (2014). Integrating a Facebook group and a course website: The effect on participation and perceptions on learning. The American Journal of Distance Education, 24, 253–263.

Lampe, C., Wohn, D. Y., Vitak, J., Ellison, N. B., & Wash, R. (2011). Student use of Facebook for organizing collaborative class-room activities. Computer-Supported Collaborative Learning, 6, 329–347.

Larsen-Freeman, D., & Anderson, M. (2011). Techniques & principles in language teaching (3rd ed.). New York: Oxford University Press.

Lee, J. K. (2008). Toward democracy: Social studies and TPCK. In A. (Ed.) (Ed.), Handbook of Technological Pedagogical Content Knowledge (TPCK) for educators (pp. 129-144). New York Routledge Taylor & Francis Group.

Lemke, C. (2010). Innovation through technology. In R. Brandt (Ed.), 21st century skills: Rethinking how students learn. Bloomington: Solution Tree Press.

Limbong, E. (2015a). An analysis of the regulation of the Minister of National Education (MONE) No. 16 Year 2007: Standards of Teacher Academic Qualifications and Competence. Paper presented at the International Conference on Educational Management and Administration & the 4th Congress of ISMaPI, Grand Clarion Hotel, Makassar.

Limbong, E. (2015b). Experiences of Indonesian pre-service English foreign language teachers in implementing technology in teaching practicum: An investigation through TPACK Framework. (Unpublished Doctoral Dissertation). Flinders University, South Australia. Retrieved from http://flinders.edu.au.

Limbong, E. (2017). Designing and Developing Supplemental Technology of PACI Model Materials through Blended Learning Methods. Celt: A Journal of Culture, English Language Teaching And Literature, 16(2), 271-304. doi:10.24167/celt.v16i2.771.

Lonergan, J. (1984). Video in language teaching. New York: Cambridge University Press.

Loving, M., & Ochoa, M. (2011). Facebook as a classroom management solution. New Library World, 112(3/4), 121-130.

Lu, L., & Lei, J. (2012). Using live dual modeling to help preservice teachers develop TPACK. Journal of Digital Learning in Teacher Education, 29(1), 14-22. doi: 10.1080/21532974.2012.10784699.

Mayer, R. E. (2009). Multimedia learning (Vol. 2). New York: Cambridge University Press.

Miron, E., & Ravid, G. (2015). Facebook groups as an academic teaching aid: Case study and recommendations for educators. Educational Technology & Society, 18(4), 371–384.

Muldrow, K. (2013). A new approach to language instruction—flipping the classroom. Special Focus on Instruction, 28-31. Retrieved from www.actfl.org website: https:// www.actfl.org.

Niess, M. L. (2008). Guiding preservice teacher in developing TPCK. In A. C. o. I. a. Technology (Ed.), Handbook of Technological Pedagogical Content Knowledge (TPCK) for Educators (pp. 223-250). New York: Routledge Taylor & Francis Group.

Oktrik.com - Aneka Tips, Trik Dan tutorial Gratis http://www.oktrik.com/

O'Flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher education: A scoping review. The Internet and Higher Education, 25, 85-95. doi: 10.1016/j.iheduc.2015.02.002.

Punch, K. F. (2005). Introduction to social research: Quantitative and qualitative approaches. London: SAGE Publication Inc.

Saldana, J. (2009). The coding manual for qualitative researchers. London: SAGE Publications Ltd.

Seale, C. (2002). Researching society and culture. London: Sage Publications Ltd.

See, S., & Conry, J.M. (2014). Flip MyClass! A faculty development demonstration of a flipped-classroom. Currents in Pharmacy Teaching and Learning, 6, 585–588.

Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Research, 15(2), 4-14.

Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-21.

Strayer, J. F. (2012). How learning in an inverted classroom influences cooperation, innovation and task orientation. Learning Environments Research, 15(2), 171–193. doi: 10.1007/s10984-012-9108-4.

Teo, T. (2009). Modelling technology acceptance in education: A study of pre-service teachers. Computers & Education, 52, 302–312.

Titchen, A., & Hobson, D. (2005). Phenomenology. In B. Somekh & C. Lewin (Eds.), Research methods in the social sciences. London: Sage Publication Ltd.

van-Olphen, M. (2003). Integrating new technologies into the foreign language classroom. In K. H. Cardena & M. Klien (Eds.), Traditional values and contemporary perspectives in language teaching: 2003 report of the central states conference on the teaching of foreign languages (pp. 71-79). Valdosta, GA: Lee Bradley.

van-Olphen, M. (2007). Perspectives of foreign language preservice teachers on the use of web-based instructional environment in a methods course. CALICO Journal, 25(1), 91-109.

Webb, M., & Doman, E. (2014). The flipped experience for Chinese university students studying English as a Foreign Language. The Journal Of Asia TEFL, 11(4), 53-87. doi: 10.1002/tesj.264.

Wilson, S. G. (2013). The flipped class: A method to address the challenges of an undergraduate statistics course. Teaching of Psychology, 40(3), 193-199.

Full Text: PDF

DOI: 10.15408/ijee.v3i2.5511