TASK: REVIEWING LESSON PLAN USING TPACK FRAMEWORK

Technology Integration Observation Instrument

Observer: Afni Mua Suama
Teacher: Indri Purwandari,M.Pd
Grade Level(s): Grade 8 (Junior High School)
Subject Area(s): English
1. Documentation Table

Curriculum Topic Key Instructional Strategies/ Learning Digital and Non-

Activities Digital
Technologies
Expression of Inti Zoom,
necessity Pre : PowerPoint,
a. Question and answer related to the presented Image
obligation expressions identification,
b. Discuss the difficult words found in the Writing
presented expressions expressions of
necessity based on
Whilst: images, Q&A.
c. With the guidance of the teacher, read the
presented expressions of obligation.
d. Identifying the linguistic structures used in
expressions of obligation, especially in the use of
has/have to
e. Identifying the presented image
f. Making expressions of obligation based on the
presented image

Post:
g. Write 5 sentences expressing obligation based
on the provided pandemic situation image.

Prohibition Inti Zoom, WhatsApp,

expression Pre: and Q&A, Gimkit.
a. Observing and guessing the presented
prohibitive expressions
b. Asking and answering questions related to the
prohibition expressions that have been presented
c. Discuss the difficult words found in the
presented prohibition expressions.
d. Responding to the teacher's questions

Whilst:
e. With the guidance of the teacher, read the
 prohibitive expressions that have been learned.
a. Identifying the linguistic structures used in
prohibition expressions (use of don't, prohibition,
not allow)
b. Identifying the presented image
c. Create prohibitive expressions based on the
presented images

Post:
d. Writing sentences expressing prohibitions
based on the given images of situations in public
places

Expression of Inti: Zoom, Image

exhortation Pre: Identification,
a. Observing and identifying images of public WhatsApp, Q&A.
places and the presented advisory expressions
b. Asking and answering questions related to the
presented images and exhortations
c. Discuss the difficult words found in the
presented exhortation.
d. Responding to the teacher's question

Whilst:
e. Observing and identifying the presented
images of public places
f. Question and answer related to the picture
g. Make an appeal statement based on the
presented image

h. Identifying the presented exhortation

expressions
i. Guess where that exhortation can be found

Post:
j. Observing the presented expressions of longing
k. Guessing the meaning of the presented
exhortation

Writing simple oral Inti: Zoom, WhatsApp,

and written texts Pre: Q&A, discussion,
that involve giving a. Observing and identifying sentence structures writing sentences
and requesting using "modals"
information related b. Paying attention to the teacher's explanation
to obligations, regarding the use of "modal"
prohibitions, and c. Question and answer regarding the use of
recommendations, "modal"
while paying
attention to social Whilst:
functions, text d. Practice making sentences using "modal"
structure, and e. Discuss the sentences that have been created
correct and regarding the sentence structure used
contextually f. Practice changing sentence forms using
appropriate "modals"
linguistic elements. g. Discuss the sentences that have been created
regarding the sentence structure used

Post:
h. Observing sentences using the provided
"modal"
i. Changing the form of positive sentences into
negative and interrogative based on the sentence
structure in "modal"

2. Influences on Lesson Implementation

Some of the influences on the implementation of this learning include:
 Technology Access: The majority of students have access to devices such as
smartphones and internet networks to join Zoom and WhatsApp Groups.
 Pandemic Context: Learning is carried out online, so technology is an important
element for teacher and student connection.

3. Evaluation Rubric (Score and Explanation)

Assessment Score Explanation
Aspects
Curriculum Goals 3 The chosen technology can
& Technologies facilitate the achievement of
learning objectives. This
technology can help students
understand core concepts and
develop the expected skills.
However, variations in
applications such as
educational games are still
needed so that students do not
easily get bored.
Instructional 3 The effectiveness of
Strategies & technology supports methods
Technologies in certain learning approaches
applied by teachers. This
technology reinforces the
chosen learning strategies that
can support the learning
process.
Technology 3 The chosen tool still needs
Selection(s) variation based on needs
analysis, alignment with
 objectives, strategies, and
context.
Fit 3 Technology aligns with
learning theories and good
teaching principles.
Instructional Use 3 Teachers and students interact
well with technology.
Additionally, the use of
technology is well integrated
into the learning process.
Technology 3 The practical and operational
Logistics aspects of technology can
function smoothly in a
learning environment.

4. Comments:

The integrated use of Zoom and WhatsApp supports the curriculum goal of
writing procedural texts through screen sharing features (demonstration of text
structure) and voice notes (real-time feedback), but it is necessary to strengthen
integration with specialized writing platforms (such as Google Docs) to train deep
collaborative editing. The interactive Q&A strategy on Zoom (polling, raise hand) and
WhatsApp Group is effective in sparking participation. The choice of Zoom for
presentations and WhatsApp for coordination is appropriate due to high accessibility
in Indonesia.

5. Result

Learning becomes more exciting after the teacher adds games during the
learning process. Students enthusiastically participate in games like Gimkit to
eliminate boredom. This activity keeps students from getting bored because they can
learn while moving and laughing. As a result, the enthusiasm for learning increased
drastically, and all students could participate without worrying about signal errors.
With a focus on direct interaction in the classroom, teachers can immediately see
students' mistakes and correct them on the spot. This method strengthens students'
understanding. As a result, 85% of students are able to use expressions of obligation,
prohibition, and invitation accurately in real conversations.

6. Weakness

The lesson plan still lacks a variety of applications, such as educational game
applications, which can motivate students to be enthusiastic about learning and not
easily bored, thereby potentially making the learning process enjoyable and efficient.
The need for learning to be conducted face-to-face so that there are no disruptions like
poor signal.