Teachers’ Tpack in Technology-Enhanced Writing Instruction: Evidence From EFL Classroms Using Grammarly

Yulis Setyowati; Aisha Bhatti

doi:10.26740/paramasastra.v13n1.p203-213

Penulis

Yulis Setyowati Universitas Wijaya Putra
Aisha Bhatti Prince Sattam bin Abdulaziz University, KSA

DOI:

https://doi.org/10.26740/paramasastra.v13n1.p203-213

Kata Kunci:

EFL Teacher, Grammarly, TPACK, Writing instruction, Digital Tool

Abstrak

Integrasi teknologi digital dalam pembelajaran Bahasa Inggris sebagai Bahasa Asing (EFL) telah menjadi kebutuhan yang krusial dalam konteks pendidikan di Indonesia. Salah satu perangkat teknologi yang belakangan semakin banyak digunakan adalah Grammarly, yaitu aplikasi automated writing evaluation yang memberikan umpan balik secara langsung. Namun, efektivitas penggunaan Grammarly dalam pembelajaran menulis sangat bergantung pada Technological Pedagogical Content Knowledge (TPACK) yang dimiliki guru. Penelitian ini bertujuan untuk mengkaji bagaimana guru EFL di Indonesia merepresentasikan TPACK mereka dalam pemanfaatan Grammarly pada mata kuliah menulis. Penelitian ini menggunakan desain studi kasus kualitatif dengan pengumpulan data melalui observasi kelas, wawancara semi-terstruktur, dan analisis dokumen yang melibatkan guru EFL di Indonesia. Temuan penelitian menunjukkan bahwa TPACK guru diwujudkan melalui tiga praktik pembelajaran yang saling berkaitan dalam pembelajaran menulis berbasis teknologi. Guru menggeser pedagogi menulis tradisional menuju pembelajaran yang dimediasi teknologi dengan mengintegrasikan Grammarly secara kritis sebagai alat umpan balik formatif, bukan sebagai pengganti koreksi guru. Selain itu, guru memanfaatkan representasi multimodal untuk menopang pemahaman tata bahasa siswa dalam wacana tulis, serta memodelkan praktik menulis yang efektif melalui bimbingan dalam menafsirkan dan secara selektif memanfaatkan umpan balik yang dihasilkan Grammarly. Penelitian ini menyimpulkan secara kritis bahwa penguasaan TPACK yang kuat sangat penting untuk mencegah ketergantungan berlebihan pada umpan balik otomatis, sekaligus memungkinkan guru memanfaatkan Grammarly sebagai sumber pembelajaran yang dimediasi secara pedagogis guna menumbuhkan kesadaran gramatikal, refleksi metalinguistik, dan perkembangan kemandirian menulis siswa.

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