Exploring Teachers’ and Students’ Experiences at SMA Muhammadiyah (Plus) Salatiga in Implementing TPACK and Choice Boards

Eryska Listiyaningtyas, Alfiana Risqi Auliya, Vony Maulidiyah, Farrah Zakiyyah Anwar, Setia Rini

Abstract


In today's digital era, integrating technology with effective pedagogy is essential for meaningful English learning. This qualitative descriptive case study explores teacher and student perceptions of the TPACK framework combined with the Choice Board method at SMA Muhammadiyah (Plus) Salatiga. Data were gathered through semi-structured interviews with ten teachers and twenty-five students, then analyzed thematically. The findings reveal that combining TPACK with Choice Boards significantly boosts student motivation and engagement by creating interactive, student-centered activities. Students reported increased independence, while teachers found technology enhanced lesson delivery. However, challenges persist, including limited teacher digital readiness, technical skill gaps, and infrastructure issues like unstable internet. These obstacles affect the consistency of technology integration. Overall, while the TPACK-Choice Board approach offers great promise for personalized English education, continuous teacher training and institutional support remain vital for the successful implementation of technology-based differentiated instruction in the classroom.   

Keywords


TPACK; Choice Board; differentiated instruction; EFL; student engagement

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DOI: https://doi.org/10.31004/jele.v11i5.2540

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