TEACHER’S PERCEPTION AND IMPLEMENTATION OF TPACK AT SMP FREE METHODIST 2 MEDAN

Abstrak

ABSTRACT

The rapid advancement of educational technology in the 21st century has required teachers to integrate technology meaningfully with pedagogy and content in classroom instruction. The purpose of this study is to explore the teacher’s perceptions of the Technological Pedagogical and Content Knowledge (TPACK) framework and examine how its components are implemented in English language teaching. This study employed a qualitative descriptive research design, data were collected through classroom observations and semi-structured interviews involving a ninth grade English teacher (F) at SMP Free Methodist 2 Medan, selected through purposive sampling. The analysis was conducted by reviewing, categorizing, and interpreting the observation notes and interview transcripts based on TPACK components. The results show that the teacher holds a positive perception of TPACK, viewing technology as a supportive tool for enhancing learning materials, engaging students, and facilitating lesson preparation. The observations further reveal that all seven components of TPACK: TK, PK, CK, PCK, TCK, TPK, and TPACK appeared in classroom practice, although the mechanical nature of grammar limited deeper integration of digital tools, and external factors such as power outages and limited facilities posed additional challenges. In conclusion, the study indicates that while positive teacher perception and adequate competence support effective TPACK implementation, stronger institutional support and technological infrastructure are still needed to optimize technology-enhanced English language teaching.