Developing Need Analysis Instruments to Create Economics English Instructional Material Based on Technological Pedagogical and Content Knowledge (TPACK)
DOI:
https://doi.org/10.30983/gic.v1i1.213Kata Kunci:
Need analysis, ESP, TPACK, Economics English instructional materialAbstrak
This article aims at cultivating the need analysis instrument which consists of questionnaire and interview as a requirement to construct English instructional material for economics faculty students based on Technological Pedagogical and Content Knowledge (TPACK). Researcher wishes to develop an appropriate instructional material for economics students since they have been in ASEAN Economic Community (AEC) and 4.0 eras that enable the students with knowledge of technology, pedagogy and content of economics at once. To achieve this goal, it requires the need analysis instrument to elicit information concern on the need about English material, technology used and also the way to learn the subject matter. This instrument was developed by adapting and modifying ESP and TPACK theory of Basturkmen issued in 2010 & 2018 and theory of Koehler & Mishra in 2009. This elaboration generates eleven indicators to be established; target situation analysis, discourse analysis, present situation analysis, learner factor analysis, teaching context analysis, Technological Knowledge (TK), Pedagogical Knowledge (PK), Content Knowledge (CK), Technological Pedagogical Knowledge (TPK), Technological Content Knowledge (TCK), Pedagogical Content Knowledge, and the last but not least is Technological Pedagogical and Content Knowledge (TPACK). There are seventy statements for questionnaire and two questions for interview composed from the eleven indicators. The questionnaire statement and interview questions cover about the need of language skills, language components, and the subject matter of economics, the technology used and language pedagogy.
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