The The Use of English Learning Applications as an Extension of Classroom Learning in Junior High Schools That Limits The Use of Cell Phones as a Form of Teacher Creativity
Keywords:
TPACK, Mobile Apps, Teacher Creativity, Mobile Device RestrictionsAbstract
This study investigates how English teachers in Surabaya junior high schools, where smartphone use is restricted in classrooms, extend learning activities by employing mobile applications at home. Specifically, it aims at finding how teachers who report using English learning mobile apps integrate these tools at home as a continuation of classroom activities in schools with smartphone restrictions and the ways this practice reflects their creativity within their application of Technological Pedagogical Content Knowledge (TPACK). The study involved ten English teachers who acknowledged using mobile apps to support English learning outside the classroom. Data were collected through interviews and observation of teachers’ digital footprints within the apps, facilitated by the researcher’s membership in the platforms. The data were analyzed qualitatively and iteratively. Findings reveal that WhatsApp and Google Classroom are the most frequently used mobile apps, followed by Quizizz, Wordwall, Canva, and YouTube comments. The instructional procedure typically begins with directions in WhatsApp groups and continues in the designated mobile apps. Results highlight teachers’ creative practices in mobile app use, offering concrete examples of TPACK application in English language teaching.
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