Exploring Nursing Students’ Perception on Online Class with the Implementation of TPACK Framework within Task-based Language Teaching
(1) Universitas Negeri Padang
(2) Universitas Negeri Padang
(3) Universitas Negeri Padang
(4) Universitas Negeri Padang
(*) Corresponding Author
Abstract
The purpose of this study is to explore nursing students' perceptions of the use of the TPACK Framework within Task-based Language Teaching in an online class. The study employed a one-shot survey design. The participants of this study were 40 undergraduate nursing students at the nursing study program Poltekes Solok, West Sumatera. To avoid teacher-centered learning, this study implemented the TPACK Framework within Task-based Language Teaching, which has the potential to modify the way students learn. The questionnaire was delivered to the students using Google forms after the online learning activities were completed. The questionnaire was statistically analyzed using descriptive statistics such as frequency and percentage. The findings showed that most nursing students had positive perceptions of the use of the TPACK Framework within Task-based Language Teaching in online classes. Thus, incorporating the TPACK Framework into Task-based Language Teaching may become one of the potential methods of teaching English for nursing in an online class.
Keywords
Full Text:
PDFReferences
Ary, D., Jacobs, L. C., Sorensen, C., & Razavieh, A. (2010). Introduction to Research in Education (8th ed.). Wadsworth Cengage Learning.
Bao, R., & Du, X. (2015). Implementation of task-based language teaching in Chinese as a foreign language: benefits and challenges. Language, Culture and Curriculum, 28(3), 291–310. https://doi.org/10.1080/07908318.2015.1058392
Bdair, I. A. (2021). Nursing students’ and faculty members’ perspectives about online learning during COVID-19 pandemic: A qualitative study. Teaching and Learning in Nursing, 16(3), 220–226. https://doi.org/10.1016/j.teln.2021.02.008
Bostancıoğlu, A., & Handley, Z. (2018). Developing and validating a questionnaire for evaluating the EFL ‘Total PACKage’: Technological Pedagogical Content Knowledge (TPACK) for English as a Foreign Language (EFL). Computer Assisted Language Learning, 31(5–6), 572–598. https://doi.org/10.1080/09588221.2017.1422524
Chua, H. W., & Lin, C. Y. (2020). The Effect of Task-based Language Teaching in Learning Motivation. International Journal on Social and Education Sciences, 2(1), 41–48. https://doi.org/10.53935/2641-533x.v3i1.134
Ellis, R. (2003). Task-based Language Learning and Teaching. Oxford University Press.
Ellis, R., Skehan, P., Li, S., Shintani, N., & Lambert, C. (2019). Task-based Language Teaching: Theory and Practice.
Guo, S. (2020). Task Design to Enhance Learners’ Collaboration and Engagement in an Online Chinese Learning Environment. 159–174. https://doi.org/10.1007/978-981-15-8167-0_10
uo, S., & Möllering, M. (2016). The implementation of task-based teaching in an online Chinese class through web conferencing. System, 1–13. https://doi.org/10.1016/j.system.2016.07.003
Haerling, K. A. (2018). Cost-Utility Analysis of Virtual and Mannequin-Based Simulation. Simulation in Healthcare, 13(1), 33–40. https://doi.org/10.1097/SIH.0000000000000280
Harits, M., Sujadi, I., & Slamet, I. (2019). Technological, pedagogical, and content knowledge math teachers: To develop 21st century skills students. Journal of Physics: Conference Series, 1–6. https://doi.org/10.1088/1742-6596/1321/3/032011
Haryanti, F., Nuraini, T., Sukartini, T., Hidayati, W., Nursalam, N., Arofiati, F., Purwati, N. H., Nursanti, I., Prabawati, D., Trisyani, Y., &
Hadi, M. (2022). Remote Learning for Nursing Education in Indonesia during The Covid-19 Pandemic: Efforts and Recommendations. Jurnal Keperawatan Soedirman, 17(1), 7. https://doi.org/10.20884/1.jks.2022.17.1.5297
Jaafarawi, N. (2022). The Journey of Task-Based Learning and TPACK in Higher Education in the UAE. 433–444. https://doi.org/10.1007/978-981-16-8888-1_27
Kailani, A., & Murtiningsih, T. (2019). Teaching English for Nursing By Using Task-Based Language Teaching. International Journal of Educational Best Practices, 3(2), 28–40. https://doi.org/10.31258/ijebp.v3n2.p28-40
Koehler, M. J., Mishra, P., & Cain, W. (2009). What is Technological Pedagogical Content Knowledge (TPACK)? Contemporary Issues in Technology and Teacher Education, 9(1), 6–70. https://doi.org/10.1177/002205741319300303
Levitt, C., Digger, K., & Lewis, M. P. (2016). Using the TPACK model to increase digital skills and pedagogy in graduate nursing education students. 27th International Nursing Research Congress.
https://sigma.nursingrepository.org/handle/10755/616191
LI, P. (2014). Effects of task-based language teaching approach on speaking anxiety and achievements of English for nursing. Chinese Journal of Practical Nursing, 30(1), 7–10. https://pesquisa.bvsalud.org/portal/resource/pt/wpr-444201
Lodico, M. G., Spaulding, D. T., & Voegtle, K. H. (2006). Methods in Educational Research. Jossey-Bass A Wiley Imprint.
Mehta, N. B., Hull, A. L., Young, J. B., & Stoller, J. K. (2013). Just imagine: New paradigms for medical education. Academic Medicine, 88(10), 1418–1423. https://doi.org/10.1097/ACM.0b013e3182a36a07
Mesbah, M. (2016). Task-based Language Teaching and Its Effect on Medical Students’ Reading Comprehension. Theory and Practice in Language Studies, 6(2), 431–438. https://doi.org/10.17507/tpls.0602.28
Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record: The Voice of Scholarship in Education, 108(6), 1017–1054. https://doi.org/10.1177/016146810610800610
Mulyadi, D., Wijayatiningsih, T. D., Swaran Singh, C. K., & Prastikawati, E. F. (2021). Effects of technology enhanced task-based language teaching on learners’ listening comprehension and speaking performance. International Journal of Instruction, 14(3), 717–736. https://doi.org/10.29333/iji.2021.14342a
PH, L., Iqmah, M. K. B., & Mulyani, S. (2019). Indonesian Journal of Global Health Research. Indonesian Journal of Global Health Research, 2(4), 437–444. https://doi.org/10.37287/ijghr.v2i4.250
Pramana, C., Handayani, O. W. K., Raharjo, T. J., & Rahayu, S. R. (2022). Nursing Students’ Perceptions and Acceptance of Online Learning during the COVID-19 Pandemic in Indonesia. Open Access Macedonian Journal of Medical Sciences, 10(G), 183–188. https://doi.org/10.3889/oamjms.2022.8329
Rachayon, S., & Soontornwipast, K. (2019). The Effects of Task-based Instruction Using a Digital Game in a Flipped Learning Environment on English Oral Communication Ability of Thai Undergraduate Nursing Students. English Language Teaching, 12(7), 12–32. https://doi.org/10.5539/elt.v12n7p12
Samuda, V., & Bygate, M. (2008). Tasks in Second Language Pedagogy. In Introduction. In: Tasks in Second Language Learning (pp. 51–61). Palgrave Macmillan. https://doi.org/https://doi.org/10.1057/9780230596429_1
Sharma, N., Lau, C. S., Doherty, I., & Harbutt, D. (2015). How flipped the medical classroom. Medical Teacher, 37(4), 327–330. https://doi.org/10.3109/0142159X.2014.923821
Sholeh, M., & Talebinejad, M. R. (2022). ESP via TBLT in an online environment: Focus on Iranian university students’ writing skill and self-efficacy. International Journal of Language Studies, 16(1), 73–88.
Suliman, W. A., Abu-Moghli, F. A., Khalaf, I., Zumot, A. F., & Nabols, M. (2021). Experiences of nursing students under the unprecedented abrupt online learning format forced by the national curfew due to COVID-19: A qualitative research study. Nurse Education Today, 100(104829), 1–6.
Sulistyarini, O. E., Joyoatmojo, S., & Kristiani. (2022). A Review Correlations between TPACK of Teacher towards Learning and Innovation Skills of Students. International Journal of Multicultural and Multireligious Understanding, 9(2), 507–516. https://doi.org/10.18415/ijmmu.v9i2.3492
Tai, H. C., Pan, M. Y., & Lee, B. O. (2015). Applying Technological Pedagogical and Content Knowledge (TPACK) model to develop an online English writing course for nursing students. Nurse Education Today, 35(6), 782–788. https://doi.org/10.1016/j.nedt.2015.02.016
Tanjung, F. Z., & Utomo, A. (2021). Investigating Efl Students’ Perception on Online Learning Amidst Covid-19 Pandemic. IJIET (International Journal of Indonesian Education and Teaching), 5(1), 102–115. https://doi.org/10.24071/ijiet.v5i1.3053
Tavakoli, H., Lotfi, A. R., Biria, R., & Wang, S. (2019). Effects of CALL-mediated TBLT on motivation for L2 reading. Cogent Education, 6(1). https://doi.org/10.1080/2331186X.2019.1580916
Van den Branden, K. (2016). Task-based language teaching. In The Routledge Handbook of English Language Teaching (pp. 238–251). Routledge. https://doi.org/10.4324/9781351001724
Vellanki, S. S., & Bandu, S. (2021). pe Pr ep rin t n ot er r ep rin t n ot pe er r ed. Arab World English Journal (AWEJ), 107–126.
Waluyo, B. (2019). Task-based language teaching and theme-based role-play: Developing EFL learners’ communicative competence.
Electronic Journal of Foreign Language Teaching, 16(1), 153–168.
Ziegler, N. (2016). Taking Technology to Task: Technology-Mediated TBLT, Performance, and Production. Annual Review of Applied Linguistics, 36, 136–163. https://doi.org/10.1017/S0267190516000039
Article Metrics
Abstract view : 316 timesPDF - 119 times
Refbacks
- There are currently no refbacks.
Copyright (c) 2022 English Language and Literature International Conference (ELLiC) Proceedings
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Electronic ISSN: 2579-7263
CD-ROM ISSN: 2579-7549
Published by
FACULTY OF FOREIGN LANGUAGE AND CULTURE
UNIVERSITAS MUHAMMADIYAH SEMARANG
Jl. Kedungmundu Raya No.18 Semarang, Central Java, Indonesia
Phone: +622476740295, email: [email protected]
