The development of the era of information and communication technology
has influenced changes in the scope of various fields, especially in education.
Previously, teachers in schools only focused on professional knowledge of certain
materials. As a result, teachers need to integrate technological knowledge,
pedagogy, and teaching content or a combination commonly called Technological
Pedagogical Knowledge (TPACK) concept in a balanced way. In this study, the
researcher is interested examine junior high schools in Banjarmasin to find out how
English teachers understanding of the TPACK concept and apply the TPACK
concept in English teaching.
In this study, the researcher uses Mix method. The participants in this study
are 5 teachers of English at Junior High schools in Banjarmasin. Data collection
techniques used in this study were questionnaire, observation, and interviews.
Meanwhile, in analyzing the data using data analysis, the researcher uses
calculations in a Likert scale to calculate the results of the questionnaire. Also, from
Miles and Huberman, namely data collection techniques, data reduction, data
display, and conclusion drawing
The result of this study, teachers understanding of the Technological
Pedagogical Content Knowledge (TPACK) shows positive result with percentage
79.8% (80%). It means teachers understanding of the (TPACK) concept at MTsN
3 Banjarmasin get “Good” grades. While in implementing, TPACK concept on
English teacher’s competence are good at applying the TPACK concept, especially
in the aspects of TK, CK, PK and PCK in the classroom, it's just that the facilities
available in schools are limited so they cannot use technology in learning to the
fullest.