Maisyarah, Maisyarah (2026) Lecturer’s Experiences on Maximizing TPACK Framework in Teaching Listening Course. Skripsi, Tarbiyah dan Keguruan.

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ABSTRAK

This study aims to explore the experiences of lecturer in the English Education Department at UIN Antasari Banjarmasin in maximizing the Technological Pedagogical Content Knowledge (TPACK) framework in listening courses. This study uses a qualitative approach employing narrative inquiry to explore the stories, experiences, and reflections of one lecturer in integrating technology, pedagogy, and learning content simultaneously. In teaching listening research data were collected through interviews, observations, and documentation, and then analyzed using narrative analysis to identify the main themes from the participant's experiences. The results of the study show that lecturer maximize the TPACK framework in listening classes by using authentic audio recordings from native speakers, tailoring listening materials to students' semester levels, and applying various pedagogical strategies such as audio repetition, slowing down audio speed, and actively involving students in the learning process. This study also identifies several challenges in implementing TPACK, such as limited language laboratory facilities, students' difficulties in understanding TOEFL long talk materials, and differences in listening abilities among students that make it challenging for lecturer to provide optimal individual support. Thus, the implementation of the TPACK framework helps lecturer create more interactive and meaningful listening learning experiences, although there are still various technological and pedagogical challenges that need to be addressed.

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