THE EFFECTS OF PERCEPTION ON TEACHERS' PEDAGOGICAL COMPETENCE AND TPACK TOWARDS STUDENTS ENGLISH SPEAKING SKILLS

Indah Maharani Febrianti; Hanna Sundari; Tatan Zainal Mutakin

doi:10.30998/inference.v9i2.2467

Authors

Indah Maharani Febrianti Universitas Indraprasta PGRI Jakarta Author
Hanna Sundari Author
Tatan Zainal Mutakin Author

DOI:

https://doi.org/10.30998/inference.v9i2.2467

Keywords:

Perception Of Teachers Pedagogical Competence, TPACK, Speaking Skills

Abstract

This research aims to describe students’ English speaking skills at swasta junior high schools in Kec. Jatisampurna, Kota Bekasi, and examine their relation to students’ perceptions of English teachers’ pedagogical competence and TPACK. Using a quantitative survey design, the study involves 419 eighth-grade students as the population and 81 students selected through random sampling as the sample. The independent variables are teachers’ pedagogical competence (X1) and TPACK (X2), while the dependent variable is students’ English speaking skills (Y). Data were collected through a 30-item Likert-scale questionnaire and an oral speaking test, then analyzed using multiple linear regression. The results show significant combined effects of X1 and X2 on Y (Sig. 0.000 < 0.05; F = 22.051). Individually, pedagogical competence (Sig. 0.028; t = 2.240) and TPACK (Sig. 0.003; t = 3.064) both significantly affect speaking skills. TPACK has a stronger contribution than pedagogical competence in improving students’ English Speaking Skills.

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