Exploring the Use TPACK in Teaching Listening

  • Kristina Rustanto Universitas Widyagama Mahakam, Samarinda
  • Dedi Rahman Nur Universitas Widyagama Mahakam, Samarinda
  • Rinda Mitriana Univeritas Widyagama Mahakam Samarinda
Abstract views: 19 , pdf downloads: 26
Keywords: Tpack Framework, Teaching Pratice, and Instructional design


This research study Exploring the use of the TPACK framework in listening classrooms. This research focuses on how the teacher develops instrument design in listening classroom with the TPACK framework. Data collection consisted of classroom observation, a checklist with indicator guide and field notes Findings the result there is different the teacher 1 and 2 with developing instrument design in listening classroom with TPACK Framework. The different teacher 1 dominant with CK ( content knowledge) and PK ( pedagogical knowledge) and able to is able to design lesson plan involved technology, taught used technology that appropriates with learning material, and she manages the class by using technology. This the conclusion of the research in SMA Budi Bakti about developing instrument design in the listening classroom with TPACK framework


Download data is not yet available.


Arbain, A. (2017). Students narrative essay construction ability. JELE (Journal of English Language and Education), 3(1), 63–68. https://doi.org/https://doi.org/10.26486/jele.v3i1.255
Arbain, Arbain, Taufik, A., Ngoc, T. T. N., & Nur, D. R. (2017). Basic English Drill. Yogyakarta: Andi Publisher.
Arbain, Arbain, Taufik, A., & Nur, D. R. (2017). Daily English Phrases Book. Samarinda: UWGM Press.
Brown, H. Doughlas. (2000). Principles of Language Learning and Teaching, 4th Edition. Addison Wesley Longman, Inc.
Brown, D. H. (2007). First Language Acquisition, Principles of Language Learning and Teaching. Pearson ESL. Pgs, 24–51. Retrieved from http://cmmr.usc.edu/543/Brown_First_Language_Acquisition.PDF
Bugueño, W. M. R. (2013). Using TPACK to promote effective language teaching in an ESL / EFL classroom, 1–60.
Cohen, L., Manion, L., & Morrison, K. (2013). Research Methods in. The Handbook of Psychology - Vol2 Methods 2 Specific methods.
Creswell, J. W. (2013). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. Research design Qualitative quantitative and mixed methods approaches.
Hasyuni. (2006). The Students’ Preferred Activities for English Listening Classes (A Survey Conducted to the Second and Fourth Semester Students of English Department of FKIP.
HELGESEN, M. (2003). Listening in Practical Language Teaching. Edited by David Nunan. Mcgraw-hill.
Mishra, P., Koehler, M. J., & Bragg, W. H. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge The advent of digital technology has dramatically changed routines and practices in most arenas of human work. Advocates of technology in ed- ucation often envisage similar dra. Teachers College Record, 108(6), 1017–1054.
Morley, J. (2001). Aural Comprehension instruction: Principles and practices. In M. CelceMurcia, Teaching English as a second of foreign language (Third ed.). Boston: Heinle, Cengage Learning.
Naran, P., & Köse, K. (2016). Technological Pedagogical Content Knowledge (Tpack) of English Language Instructors, (May), 12–19. Retrieved from
Pinnell, G. S., & Jagger, A. M. (2003). Oral language: Speaking and listening in elementary classrooms. In J. Flood, D. Lapp, J. R. Squire, & J. Jensen (Eds.), Hand- book of research on teaching the English language arts, 881–913.
Roblyer, M. D. (2006). Integrating educational technology into teaching. 4th ed.
How to Cite
Rustanto, K., Nur, D. R., & Mitriana, R. (2020). Exploring the Use TPACK in Teaching Listening . IJOLTL-TL (Indonesian Journal of Language Teaching and Linguistics), 5(1), 45-50. https://doi.org/10.30957/ijoltl.v5i1.614