KEMENTERIAN AGAMA

UNIVERSITAS ISLAM NEGERI

PROFESOR KIAI HAJI SAIFUDDIN ZUHRI PURWOKERTO
FAKULTAS TARBIYAH DAN ILMU KEGURUAN
Alamat : Jl. Jend. A. Yani No. 40 A Purwokerto 53126
Telp : 0281-635624, 628250, Fax : 0281-636553, www.iainpurwokerto.ac.id

Nama : Siti Aisyah

NIM : 214110404001
Kelas : 5 TBI A

Jawaban Ujian

1. TPACK stands for Technological Pedagogical Content Knowledge, and it is a framework

that describes the knowledge and skills teachers need to effectively integrate technology
into their teaching practices. TPACK recognizes that effective technology integration
requires a combination of three types of knowledge: t students’ learning and provide
accurate and relevant content information. They can connect content knowledge to real-
world applications and design learning experiences that promote conceptual
understanding.

Implementing TPACK involves:

1. Identifying learning objectives: Clearly define the learning goals and outcomes for a
particular lesson or unit. Determine what content knowledge needs to be covered
and what skills students should develop.
2. Assessing technological tools: Explore various technological tools and resources that
align with the learning objectives. Consider how these tools can enhance content
delivery, student engagement, and learning outcomes.
3. Designing pedagogical strategies: Select appropriate pedagogical strategies that align
with both the content and the technology being used. Consider how technology can
support active learning, collaboration, problem-solving, and critical thinking.
4. Integrating technology: Integrate the selected technological tools into the
instructional design. This may involve creating multimedia presentations, using
online simulations, facilitating discussions through online platforms, or providing
access to digital resources.
5. Reflecting and evaluating: Regularly reflect on the effectiveness of the technology
integration and its impact on student learning. Collect feedback from students, assess
their progress, and make adjustments to improve future implementations.
By implementing TPACK, teachers can effectively leverage technology to enhance
their pedagogical practices, engage students in meaningful learning experiences, and
promote deeper understanding of content knowledge.
 KEMENTERIAN AGAMA
UNIVERSITAS ISLAM NEGERI
PROFESOR KIAI HAJI SAIFUDDIN ZUHRI PURWOKERTO
FAKULTAS TARBIYAH DAN ILMU KEGURUAN
Alamat : Jl. Jend. A. Yani No. 40 A Purwokerto 53126
Telp : 0281-635624, 628250, Fax : 0281-636553, www.iainpurwokerto.ac.id

2. a. Duolingo
Duolingo stands out as an excellent choice for teaching speaking skills, boasting several
advantages. Interactive speaking exercises allow users to articulate words and phrases,
significantly enhancing oral proficiency. Advanced speech recognition technology
provides precise feedback on pronunciation, ensuring effective learning. Moreover,
speaking tasks integrated into real-life contexts offer a practical learning experience. The
engaging gamification elements make speaking practice enjoyable, fostering consistent
participation. With detailed progress monitoring, both learners and educators can
observe continuous improvements in speaking skills over time.
b. Hello Talk
Hello talk serves as a dynamic platform for teaching spoken English with several notable
advantages. Its unique feature of language exchange connects learners with native
speakers in real-time, providing invaluable opportunities for authentic speaking
practice. The chat-based learning approach encourages spontaneous conversations
through text and voice messages, fostering natural language use and the incorporation of
colloquial expressions. One of HelloTalk’s strengths lies in its provision of corrective
feedback from native speakers, offering learners instant guidance to refine their
pronunciation and grammar, ultimately improving overall speaking skills. Beyond
language acquisition, the app promotes cultural exchange, allowing learners to explore
language in a broader context. Additionally, HelloTalk cultivates a global community,
creating a collaborative environment where language enthusiasts can interact, share
experiences, and learn from one another, enhancing the overall language learning
experience.
c. Flipgrid
Encourages oral communication through video responses, fosters a sense of community
as students can interact with each other’s videos, and provides a platform for authentic
speaking practice.
d. Kahoot
proves to be an effective tool for teaching speaking skills, leveraging engaging quizzes to
enhance the learning experience. Through game-based learning, Kahoot introduces an
element of competition that motivates students to actively participate and speak
confidently. The platform’s ability to provide instant feedback on students’ responses is
crucial for timely correction, fostering improvement in pronunciation and language
expression. Educators benefit from Kahoot’s customization options, allowing them to
create quizzes tailored to specific speaking objectives, ensuring alignment with the
curriculum. Furthermore, Kahoot promotes collaborative learning by facilitating group
activities and discussions, creating a dynamic environment that encourages students to
communicate with each other effectively. Overall, Kahoot stands out as a versatile and
engaging tool for cultivating and refining speaking skills in the classroom.
 KEMENTERIAN AGAMA
UNIVERSITAS ISLAM NEGERI
PROFESOR KIAI HAJI SAIFUDDIN ZUHRI PURWOKERTO
FAKULTAS TARBIYAH DAN ILMU KEGURUAN
Alamat : Jl. Jend. A. Yani No. 40 A Purwokerto 53126
Telp : 0281-635624, 628250, Fax : 0281-636553, www.iainpurwokerto.ac.id

e. Google Jamboard
Advantages: Encourages collaborative speaking activities through virtual whiteboarding,
supports real-time interaction, integrates seamlessly with other Google Workspace
tools, and provides a dynamic space for creativity in language expression.

3. Material : Narrative text

A. Opening
- Gretting, pray, check attandance

B. Pre activity
- Brainstoming (show picture related to the material)

B. Main activity
- Intensive reading : 1. Student were instructed to open application beelinguapp
And read several stories according to the Theme.
2. The student are given question the match the content of the
Reading in the text

- Extensive reading : Student are given reading text with the Theme advanture to
read at home