Todays in this modern era, the rapid of technological development in human
civilization, especially in the area of teaching and learning becomes a big
phenomenon for teachers or EFL pre-service teachers due to its important role in
the field of education. In addition, teachers are required to perform in accordance
with new and evolving standards in education, as technology and information
become more widely accessible, their use in the curriculum and pedagogical
practice becomes increasingly crucial. Technological Pedagogical Content
Knowledge (TPACK) framework proposed by Mishra and Koehler in 2006 exists
as one of the solutions or guidelines to effectively integrate technology, pedagogy,
and content within classroom. Thus, this research aims to find out how the TPACK
framework is implemented, and what are the challenges faced by pre-service
English teachers in implementing the TPACK. This research uses
phenomenological research design. This research was done at four schools during
teaching practice course II program with total 10 pre-service English teachers as
participants. Observation, interview, and documents analysis provided data on how
the implementation of TPACK performed by pre-service English teachers during
teaching practice course II, as well as the challenges they have faced in
implementing the TPACK. The result showed that the pre-service teachers are able
to integrate technology in their teaching aligns with TPACK framework, even
though there were still some pre-service teachers were could not effectively
implemented the TPACK. This evident from the application of interactive
technological media design combined with the use of effective teaching methods or
strategies to support the teaching process. Pre-service English teachers faced
several challenges include limited resource, technical issues, unfamiliarity with
technology, mastering learning material, allocating effective learning time, and
managing classroom environment while the use of technology.