* Corresponding author  
IJEE (Indonesian Journal of English Education), 9(2), 2022, 311-333   
P-ISSN: 2356-1777, E-ISSN: 2443-0390 | DOI: http://doi.org/10.15408/ijee.v9i2.27447 
This is an open access article under CC-BY-SA license (https://creativecommons.org/licenses/by-sa/4.0/) 

 Available online at IJEE (Indonesian Journal of English Education) Website:  
http://journal.uinjkt.ac.id/index.php/ijee 

EFL PRE-SERVICE TEACHERS’ EXPERIENCES IN DESIGNING TPACK -
BASED INSTRUCTIONAL VIDEOS    

Istifa Putri*, Susilo, Noor Rachmawaty 
Mulawarman University, Indonesia 

(olisusunmul@gmail.com) 

  Received: 31th July 2022; Revised: 28th November 2022; Accepted: 27th December 2022 
ABSTRACT 

The article analyzed pre-service teachers’ experiences in designing and implementing instructional 
videos based on the TPACK framework in their microteaching course. This was a qualitative study in 
which nine students of English teacher education (i.e., preservice teachers) were the participants who 
learned to design and implement instructional videos in their micro-teaching course. The data were 
extracted from the results of the interview and document analyses on their instructional videos made in 
microteaching class together with other 29 students participating in the class. The data were analyzed 
by using the interactive model proposed by Miles et al. (2014). The result showed that pre-service 
teachers had various self-reflections in the experiences of designing and implementing the instructional 
videos based on the TPACK framework, putting into three phases of steps in design-making and 
product-implementing. The pre-service teachers’ inadequacies in having the TK and CK caused 
difficulties in designing the instructional videos in general. Moreover, the pre-service teachers coped 
with numerous challenges, both personally and technically. Finally, this finding is advisable for 21st-
century teacher candidates who should integrate technology into teaching in that they should be 
technology-alert in any circumstance of teaching. 

Key Words: pre-service EFL teachers; instructional video; microteaching course; TPACK-based 
instructional video 

ABSTRAK 

Artikel ini menganalisis pengalaman calon guru dalam merancang dan mengimplementasikan video instruksional 
berdasarkan kerangka kerja TPACK dalam kursus microteaching mereka. Ini adalah studi kualitatif di mana 
sembilan siswa pendidikan guru bahasa Inggris (yaitu, calon guru) adalah peserta yang belajar merancang dan 
mengimplementasikan video instruksional dalam kursus micro-teaching mereka. Data diambil dari hasil 
wawancara dan analisis dokumen pada video instruksional mereka yang dibuat di kelas microteaching bersama 
dengan 29 siswa lain yang berpartisipasi di kelas tersebut. Data dianalisis dengan menggunakan model interaktif 
yang diusulkan oleh Miles et al. (2014). Hasil penelitian menunjukkan bahwa calon guru memiliki berbagai 
refleksi diri dalam pengalaman merancang dan mengimplementasikan video pembelajaran berdasarkan kerangka 
TPACK, menempatkan ke dalam tiga fase langkah dalam pembuatan desain dan implementasi produk. 
Kekurangan guru prajabatan dalam memiliki TK dan CK menyebabkan kesulitan dalam merancang video 
pembelajaran secara umum. Selain itu, calon guru menghadapi berbagai tantangan, baik secara pribadi maupun 
teknis. Akhirnya, temuan ini disarankan untuk calon guru abad ke-21 yang harus mengintegrasikan teknologi ke 
dalam pengajaran karena mereka harus mewaspadai teknologi dalam segala situasi pengajaran. 

Kata Kunci: calon guru EFL, video instruksional, kursus microteaching, video instruksional berbasis TPACK 

How to Cite: Putri I., Susilo, Rachmawaty, N.(2022). EFL Pre-Service Teachers’ Experiences in 
Designing TPACK -Based Instructional Videos . IJEE (Indonesian Journal of English Education), 9(2), 334-
357. doi:10.15408/ijee.v9i2.27447 
 
 

  



IJEE (Indonesian Journal of English Education), 9(2), 2022 

335-357 http://journal.uinjkt.ac.id/index.php/ijee | DOI: http://doi.org/10.15408/ijee.v9i2.27447 
P-ISSN: 2356-1777, E-ISSN: 2443-0390 | This is an open access article under CC-BY-SA license 

INTRODUCTION 

The instructional video seemingly 

puts itself in a lucrative function as 

digital resources might bring teachers 

to their new roles in the post-pandemic 

era of instruction. It occurs because 

videos as media of instruction have 

been empirically claimed as practical 

tools to enhance learning achievement. 

For instance, numerous previous 

findings proved that video, specifically, 

can be highly effective as an 

educational tool (e.g., Kay, 2012; Allen 

& Smith, 2012; Lloyd & Robertson, 

2012; Rackaway, 2012; Hsin & Cigas, 

2013). Some other researchers 

emphasized that instructional video 

used with a clear purpose in the mind 

of the video-makers may support the 

learning (Seidel et al., 2005; Sherin & 

VanEs, 2009).  In addition, various 

technology platforms, like tutorial 

videos,  short animations with dialogue, 

short videos, short English videos, 

Plotagon, tailor-made animated 

cartoons, modalities of videos, short 

stories through computers, WhatsApp 

groups, and silent short movies are 

numerous technology-based media in 

EFL teaching which previous 

researchers mentioned as giving 

significant effects on the student's 

achievement (see Akib & Syatriana, 

2019); Bakla, 2019); Guzmán Gámez & 

Moreno Cuellar, 2019; Marashi & 

Adiban, 2017; Haslida, 2019; Irawati, 

2016; Masruddin, 2018; Kartika et al., 

2017; Umutlu & Akpinar, 2020; 

Wahyuni & Febianti, 2019; Yilmaz, 

2015; Sari et al., 2021).  However, using 

video as media of instruction without 

having them in a straightforward 

design, especially for instruction, will 

bring teachers into disadvantageous 

and inefficient classroom actions. 

Moreover, integrating technology will 

be successful depending on the 

teachers’ roles since teachers’ beliefs 

and best experiences influence how 

they apply the technology in the 

classroom Abukhattala (2015). 

A question arose on what 

instructional video looks like as it 

becomes an effective medium in 

teaching. The Technological 

Pedagogical and Content Knowledge 

(TPACK) frame might presumably 

answer this question. TPACK is the 

relationship between all three essential 

components of knowledge (technology, 

pedagogy, and content) and becomes a 

unit as a framework (Mishra & Koehler, 

2008). Furthermore, TPACK was 

implemented into education research as 

a theoretical framework for 

understanding teacher knowledge of 

effective technology integration in the 

TPACK (Mishra & Koehler, 2006). 

TPACK framework builds on 

Shulman's (1986) Pedagogical Content 

Knowledge (PCK) construct to include 

technology knowledge situated within 



IJEE (Indonesian Journal of English Education), 9(2), 2022 

336-357 http://journal.uinjkt.ac.id/index.php/ijee | DOI: http://doi.org/10.15408/ijee.v9i2.27447 
P-ISSN: 2356-1777, E-ISSN: 2443-0390 | This is an open access article under CC-BY-SA license 

the content and pedagogical 

knowledge. PCK refers to the content 

knowledge that deals with the teaching 

process. Various findings approved the 

notion that the TPACK framework is 

practical not only for sharpening clear 

purpose in instructional video design 

but also for implementation of 

technology in class generally (see Ajloni 

& O’toole, 2021; Bonafini & Lee, 2021; 

Niess & Gillow-Wiles, 2021; Lachner et 

al., 2021; Quyang & Scharber, 2018; 

Santos & Castro, 2021; Limbong, 2017; 

Setiawan et al., 2018; Tokmak, 2015). 

Hence, pre-service teachers’ experiences 

in designing and implementing 

technology-driven instruction 

presumably play a vital role in whether 

teaching with technology gains any 

success in the classroom. This is crucial 

because 21st-century teachers should be 

equipped with technology-based 

competence as complementary skills 

and pedagogical competence as their 

main subjects. This article is a research 

report on designing and implementing 

instructional videos using the TPACK 

framework. This research is mainly 

intended to analyze the pre-service 

teacher’s reflective experiences in 

designing and implementing 

instructional videos based on the 

TPACK framework in their 

microteaching course.  

 

Literature Review 

Concepts of Technological 

Pedagogical Content Knowledge 

(TPACK). 

There have been some researchers 

arguing models indicating the 

integration of technological knowledge 

and pedagogical and content 

knowledge in the last decade (see Gao 

et al., 2009; Goktas et al., 2009; Mishra & 

Koehler, 2006; Mishra et al., 2009; Niess, 

2005; Zhao et al., 2002). Mishra & 

Koehler (2006) were very familiar with 

the framework for Technological 

Pedagogical Content Knowledge 

(TPACK). The framework is an 

extended version of the original 

framework proposed by Shulman 

(1986), which focuses on Pedagogical 

Content Knowledge (PCK). There are 

three primary forms of knowledge, i.e., 

Content, Pedagogy, and Technology 

(Mishra et al., 2009).  

The TPACK framework builds on 

Shulman's (1986) work to include 

technology for effective teaching and 

emerges from content, pedagogy, and 

technology (Mishra et al., 2009). TPACK 

has a more flexible framework for 

research ends. Mishra et al. (2011) 

argued that the TPACK framework 

could have different pedagogical 

approaches, content areas, and 

technologies. Furthermore, TPACK 

studies have been explored in various 



IJEE (Indonesian Journal of English Education), 9(2), 2022 

337-357 http://journal.uinjkt.ac.id/index.php/ijee | DOI: http://doi.org/10.15408/ijee.v9i2.27447 
P-ISSN: 2356-1777, E-ISSN: 2443-0390 | This is an open access article under CC-BY-SA license 

educational institutions to study the 

relationship between technology and 

pedagogy with opportunities and 

challenges identified in the process. The 

TPACK model has increased student 

engagement, collaboration, and 

learning flexibility (Lye, 2013).  

 

 

 

 

 

 

 

 

Figure 1. The TPACK Framework and 

Its Knowledge Components 

Moreover, as is seen in Figure 1, 

the intersections of the three circles of 

knowledge are Pedagogical Content 

Knowledge (PCK), Technological 

Content Knowledge (TCK), and 

Technological Pedagogical Knowledge 

(TPK), reside in the TPACK, which 

should then be viewed within the 

learning and teaching context. Teacher 

educators have embraced TPACK for 

research and teaching purposes. The 

TPACK framework (Mishra & Koehler, 

2008) for teachers describes the teacher 

knowledge required to teach effectively 

with technology. TPACK was 

introduced to the educational research 

field as a theoretical framework for 

understanding teacher knowledge 

necessary for effective technology 

integration (Mishra & Koehler, 2006). 

Pedagogical Knowledge (PK) 

According to Shin et al. (2009), 

pedagogical knowledge is knowledge 

about teaching practices and 

techniques. Teaching practices mean 

the teacher teaches the material or 

specific content in the classroom and 

uses an appropriate approach. Design 

in the teaching and learning process 

means how teachers deliver the 

material step by step. The technique is a 

classroom practice used by a teacher or 

implementing an approach and 

method. In addition, Pedagogical 

Knowledge is teachers’ deep 

knowledge about the processes and 

procedures or teaching and learning 

methods. They encompass overall 

educational purposes, values, and aims, 

among other factors. This generic 

knowledge applies to understanding 

how students learn, general classroom 

management skills, lesson planning, 

and student assessment (Mishra et al., 

2009). Pedagogical knowledge is the 

teaching methods or processes 

presumably consisting of knowledge in 

classroom management, assessment, 

lesson plan development, or student 

learning. Richards & Rodgers (2014) 



IJEE (Indonesian Journal of English Education), 9(2), 2022 

338-357 http://journal.uinjkt.ac.id/index.php/ijee | DOI: http://doi.org/10.15408/ijee.v9i2.27447 
P-ISSN: 2356-1777, E-ISSN: 2443-0390 | This is an open access article under CC-BY-SA license 

mentioned this as a method 

theoretically concerned with an 

approach organized by design and 

practically realized in the procedure. 

Content Knowledge (CK) 

Content Knowledge refers to the 

knowledge or subject matter. This 

knowledge would include 

understanding concepts, theories, ideas, 

organizational frameworks, practical 

parts, evidence, and proof of such 

knowledge (Mishra et al., 2009), or it is 

the factual subject matter taught in class 

(Mishra & Koehler, 2006). Teachers 

must know about the content they will 

teach and how the nature of knowledge 

is different for various content areas. 

Technological Knowledge (TK) 

Technological Knowledge includes 

a practical understanding of computer 

software and hardware, specialized 

tools presentation, and other use of 

technologies in the instructional 

function. Knowledge of the existence, 

components, and capabilities of various 

technologies used in teaching and 

learning settings, and conversely, 

knowing how teaching might change 

due to using technologies (Mishra & 

Koehler, 2006). TK mainly encompasses 

the ability to adapt to and learn new 

technologies.  

 

 

Pedagogical Content Knowledge 

(PCK) 

Pedagogical content knowledge 

refers to the knowledge about the 

process of teaching (Shulman, 1986). It 

gives different perspectives by blending 

the pedagogy and content to 

accomplish the teaching goal better. 

There are usually some steps for the 

teacher to prepare the material in the 

teaching process. (Richards & Rodgers, 

2014) defined the term activity in the 

teaching and learning process as any 

kind of goal-oriented class procedure 

involving students taking class action 

concerning the goals of the course.  

Technological Content 

Knowledge (TCK) 

Technological content knowledge 

refers to the understanding of how 

technology can create new 

representations for specific content. 

Mishra & Koehler (2006) defined TCK 

as knowledge that is both technology 

and content related. When the teacher 

wants to teach the material or content, 

they must choose the related 

technology tools they will use in the 

teaching and learning process. In 

addition, TCK gives learners the ability 

to digest the link between content 

knowledge and technology and how 

technology and content impact and 

restrict one another. Hence, TCK is 

defined as learning about the 



IJEE (Indonesian Journal of English Education), 9(2), 2022 

339-357 http://journal.uinjkt.ac.id/index.php/ijee | DOI: http://doi.org/10.15408/ijee.v9i2.27447 
P-ISSN: 2356-1777, E-ISSN: 2443-0390 | This is an open access article under CC-BY-SA license 

technologies used within the content 

area. For instance, in teaching the 

English language, when they wanted to 

deliver the material about simple 

present tense from the dialogue in the 

movie. To make the teacher quickly get 

the part of the dialogue related to 

simple current tense material, they will 

use some tools; for instance, they will 

use Camtasia to cut and get the amount 

they want. Moreover, it suggests that 

teachers understand that they can 

change the way learners practice and 

digest concepts in a particular 

substance by using technology.  

Technological Pedagogical 

Knowledge (TPK) 

Technological pedagogical 

knowledge is defined as how 

technologies can be used in 

instructional issues. Mishra & Koehler 

(2006) argued that technical, 

pedagogical knowledge is knowledge 

about pedagogical strategies for using 

existing specialized tools for teaching. 

In addition, specialized pedagogical 

knowledge is about how participants 

used technologies to understand 

student learning's cognitive, social, and 

behavioral aspects. To that end, a 

discussion forum was commonly 

preferred. The knowledge of innovative 

technologies and pedagogies can help 

academics to improve student learning. 

Although technology has been related 

to functional fixedness, lecturers need 

to rethink creative ways of using 

technologies to customize pedagogical 

purposes (Koehler et al., 2013). 

Technological Pedagogical 

Content Knowledge (TPACK) 

TPACK is a framework for 

describing and understanding the goals 

for technology use. TPACK framework 

(Mishra & Koehler, 2008) describes the 

type of teacher knowledge required to 

teach effectively with technology. 

Teaching effectively involves using 

tools, techniques, and strategies to 

optimize student learning and 

understanding context, mainly how 

your students learn, how they process 

information, what motivates them to 

learn more, and what impedes the 

learning process with a technology tool. 

The importance of understanding 

the TPACK framework for pre-service 

teachers is to make them learn quickly, 

and they will teach with an educational 

video. 

Concepts of Educational Video 

An educational video is a form of 

multimedia that conveys information 

through two simultaneous sensory 

channels: aural and visual. It often uses 

multiple presentation modes, such as 

verbal and pictorial representations in 

the case of on-screen print and closed-

captioning (Mayer, 2009). With the 



IJEE (Indonesian Journal of English Education), 9(2), 2022 

340-357 http://journal.uinjkt.ac.id/index.php/ijee | DOI: http://doi.org/10.15408/ijee.v9i2.27447 
P-ISSN: 2356-1777, E-ISSN: 2443-0390 | This is an open access article under CC-BY-SA license 

evolution of digital technology and fast 

access to streaming video channels via 

the Internet, video has moved from 

being an essential element to being 

considered a teaching methodology, 

with the increase in the number of 

settings that use dynamic images to 

catch learners’ attention (Ardanuy Raso 

et al., 2009), to the notion that experts 

(see Choi & Johnson, 2007; Shyu, 2000; 

Wisher & Curnow, 1999 perceived it as 

much more efficient than those 

presented in books or text material. 

Teaching English with 

Educational Video 

Teaching English with Video is a 

common thing in the 21st era; in 

addition, Wang (2015) explains that 

there are three targets of teaching 

English with video materials, i.e., to 

help EFL learners development of 

language skills; to prepare students’ 

competence in intercultural 

communication, and to sharpen 

students’ aesthetic values and 

competence in appreciating Artistic 

values' English videos. 

Learning Object Review 

Instrument (LORI) 

The researcher used LORI as the 

mainline learning object (LO) 

evaluation methodologies using review 

instruments such as evaluation rubrics, 

of which the most cited is the Learning 

Object Review Instrument (LORI) 

developed by Vargo et al. (2003) and 

improved by Niess (2005) LORI 1.5 uses 

nine items with brief descriptive rubrics 

associated with each item. The items 

and what they measure may be 

outlined as: 

1. Content Quality: The LO content 

is free of error and presented 

without bias. Logical arguments 

support claims, and 

presentations highlight 

significant ideas. 

2. Learning Goal Alignment: 

Appropriate learning goals are 

stated. The learning activities, 

content, and assessments 

provided by the LO align with 

the declared purposes. 

3. Feedback and Adaptation: The LO 

provides feedback driven by 

differing learner inputs or 

learner modeling. 

4. Motivation: The LO content is 

relevant to the personal goals 

and interests of the intended 

learners. 

5. Presentation Design: The style of 

information design in the LO 

enables users to learn efficiently. 

The presentations of the LO 

minimize visual search; text and 

graphics are clear, concise, and 

free of errors. Screen 



IJEE (Indonesian Journal of English Education), 9(2), 2022 

341-357 http://journal.uinjkt.ac.id/index.php/ijee | DOI: http://doi.org/10.15408/ijee.v9i2.27447 
P-ISSN: 2356-1777, E-ISSN: 2443-0390 | This is an open access article under CC-BY-SA license 

components do not interfere 

with learning goals. 

6. Interaction Usability: The user 

interface design implicitly 

informs learners about how to 

interact with the LO. Navigation 

through the LO is simple. The 

behavior of the user interface is 

consistent and predictable. 

7. Accessibility: The design of 

controls and presentation 

formats in the LO may 

accommodate learners with 

sensory and motor disabilities. 

The LO can be accessed through 

different electronic means, 

including assistive and highly 

portable devices. 

8. Reusability: The LO is a stand-

alone resource that can readily 

transfer to different courses, 

learning designs, and contexts. 

9. Standards Compliance: The LO 

conforms to relevant 

international standards and 

specifications. Sufficient 

metadata is provided in tagged 

codes and made available to 

users. 

Microteaching Course 

According to Bell & Bull (2010), 

microteaching is a course in teacher 

education where pre-service teachers 

'teach' in front of their friends to gain 

experience before becoming in-service 

teachers. In addition, Ghanaguru et al., 

(2013) also stated that microteaching is 

one of the most appropriate tools to 

reduce the gap between theory and 

practice. 

Based on the statement of some 

researchers above, microteaching is an 

introductory course for pre-service 

teachers. Thus, in microteaching, the 

pre-service is trained to be a teacher in 

the future, and they learn how to make 

an appropriate lesson plan and teach 

with the proper method, strategy, and 

technique. To sum up, microteaching 

can be defined as a course in a 

university, especially in the education 

field. In the Microteaching course, the 

pre-service teachers are being trained 

before they become a teacher because 

they practice teaching in the classroom 

in front of their friends with selected 

topics based on the material that they 

will teach for elementary school, junior 

high school, senior high school, or even 

university student. 

Furthermore, Microteaching in 

English Department at Mulawarman 

University, Samarinda, East 

Kalimantan, Indonesia, is one of the 

compulsory courses that sixth-semester 

students must take. In the 

Microteaching course, the pre-service 

teachers learned how to teach in the 

classroom using a methodology, 



IJEE (Indonesian Journal of English Education), 9(2), 2022 

342-357 http://journal.uinjkt.ac.id/index.php/ijee | DOI: http://doi.org/10.15408/ijee.v9i2.27447 
P-ISSN: 2356-1777, E-ISSN: 2443-0390 | This is an open access article under CC-BY-SA license 

strategy, and technique for teaching 

and learning progress based on 

students’ necessity. Before taking a 

Microteaching course, they must pass 

Teaching English as a Foreign 

Language I and Teaching English as a 

Foreign Language II in the fourth and 

fifth semesters as compulsory courses. 

They must get B (70-79) for the 

minimum score to continue to take a 

Microteaching course in the following 

semester. 

At the beginning of the 

Microteaching course semester, pre-

service teachers will conduct the 

educational video with the TPACK 

framework as the instructional design 

model. Then, pre-service teachers will 

guide the educational video phase by 

phase in the TPACK framework. Last, 

they had to do teaching practice in the 

classroom using educational videos. 

Pre-service teachers will be interviewed 

regarding their experiences designing 

and implementing the video. 

Previous Studies 

The first previous study is a study 

by (Tokmak, 2015) with the title Pre-

Service Teachers’ Perceptions on 

TPACK Development After Designing 

Educational Games. His study collected 

the data through educational computer 

games designed by participants, focus 

group interviews, observations, and 

participant journals. The researcher 

used the qualitative method as his 

research design. 

The similarity between the 

previous study and the present study is 

the use of the TPACK framework in 

designing specific teaching material 

and using interviews to collect the data. 

The present study analyses preservice 

teachers' experience when 

implementing educational videos in 

Microteaching courses. But the 

previous study described how the 

researcher aimed to investigate Early 

Childhood Education (ECE) pre-service 

teachers’ perceptions of their TPACK 

development during an educational 

game design activity using PowerPoint. 

The second previous study is The 

Pre-Service EFL’ Experience Making 

Project Using PACI by Limbong (2017). 

The design of this study was qualitative 

data. The researcher collected the data 

through interviews. To develop the 

discussion, the researcher relied on 

analyzing information by asking five 

pre-service teachers about their 

experiences through PACI to develop 

the TPACK framework. 

The similarity between the 

previous study and the present study is 

the use of TPACK in designing specific 

teaching material and using interviews 

to collect the data. The difference study 

analyses pre-service teachers' 

experience when implementing 



IJEE (Indonesian Journal of English Education), 9(2), 2022 

343-357 http://journal.uinjkt.ac.id/index.php/ijee | DOI: http://doi.org/10.15408/ijee.v9i2.27447 
P-ISSN: 2356-1777, E-ISSN: 2443-0390 | This is an open access article under CC-BY-SA license 

educational videos in Microteaching 

courses. But the previous study 

described how the researcher designed 

and developed multimedia technology-

integrated materials of the PACI model 

with project-based learning through 

blended learning between traditional 

face-to-face and Facebook closed-group 

discussion methods throughout the 

TPACK framework during the 

Computer Literacy course in the 

Faculty of Teacher Training. 

METHOD 

The design of this study was 

qualitative, in which the researchers 

used the result of interviews and 

documents to interpret data through 

narrative explanation. Specifically, the 

researchers explored the pre-service 

teachers’ experiences after conducting 

teaching practices on Microteaching 

courses where they were required to 

implement instructional videos in front 

of the classroom. The researchers 

analyzed the designing and 

implementation of such instructional 

videos based on TPACK’s framework. 

Research Participants 

The study was conducted in the 

Microteaching class of the English 

Department, Faculty of teacher training 

and education, Mulawarman 

University, Indonesia. The participants 

were nine students of EFL pre-service 

teachers who were selected from the 

total class members of 29 students. The 

chosen participants represented the 

highest, middle, and lowest-scored 

students in that course. 

Data Collection Technique 

The data were extracted from the 

results of the interview and document 

analyses on an instructional video. The 

nine pre-service teachers were chosen 

as the representatives of the 29 teacher 

students. The standard used in selecting 

the participants and sites was whether 

they were “information-rich” fields 

(Creswell, 2012), which finally showed 

that the representatives were: those 

who had the highest scores, those who 

had got the middle scores, and those 

who had brought the lowest scores. The 

Interview was conducted 

approximately 15-30 minutes in line 

with the number of questions. 

Furthermore, the researcher collected 

the instructional videos from the 

participants’ subject reflections and 

lesson plans of their teaching practices 

in the Microteaching course. Before the 

research process, the participants 

signed a consent form informing them 

that they were involved in the study.  

Data Analysis Technique 

The researchers made the coding 

extracts to interpret the data by 

reviewing a set of field notes, 

transcribing, synthesizing the quotes 



IJEE (Indonesian Journal of English Education), 9(2), 2022 

344-357 http://journal.uinjkt.ac.id/index.php/ijee | DOI: http://doi.org/10.15408/ijee.v9i2.27447 
P-ISSN: 2356-1777, E-ISSN: 2443-0390 | This is an open access article under CC-BY-SA license 

meaningfully, and gradually drawing 

the relations between parts of the intact. 

Codes were used to organize details, 

driving the researchers to progressively 

find the segments relating to particular 

constructs or themes about the research 

questions. 

Furthermore, the researchers used 

Saldana’s (2009) guidelines to make 

such coding schemes, as shown in Table 

1. In addition, the researchers analyzed 

the data by using the interactive model 

proposed by (Miles et al., 2014). The 

data analyses were proceeding three 

concurrent flows of activities, i.e., data 

collection, data display, data 

condensation, and conclusion 

(drawing/verifying). 

Table 1. Coding Scheme by The Researchers 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 



IJEE (Indonesian Journal of English Education), 9(2), 2022 

345-357 http://journal.uinjkt.ac.id/index.php/ijee | DOI: http://doi.org/10.15408/ijee.v9i2.27447 
P-ISSN: 2356-1777, E-ISSN: 2443-0390 | This is an open access article under CC-BY-SA license 

 

Figure 1: The Coding Manual for Qualitative Researchers (Saldana, 2009). 

 

 

 

 

 

Figure 2. Component of the interactive model (Miles et al., 2014) 

FINDINGS AND DISCUSSION 

Findings 

Pre-Service Teachers’ Experiences 

in designing and implementing 

instructional videos 

As designed in this study, the 

researchers explored the pre-service 

teachers’ experiences after conducting 

teaching practices on Microteaching 

courses. They were required to 

implement instructional videos in front 

of the classroom. The researchers 

analyzed the design and 

implementation of such instructional 

videos based on TPACK’s framework. 

The results showed that the pre-service 

teachers had time fifteen to twenty 

minutes for implementing their 

teaching materials. After one pre-

service teacher successfully 

implemented the teaching material, the 

other pre-service teachers and the 

lecturer gave feedback on their teaching 

performance. The input, among other 

things, is about whether the topics 

given in the materials implemented in 



IJEE (Indonesian Journal of English Education), 9(2), 2022 

346-357 http://journal.uinjkt.ac.id/index.php/ijee | DOI: http://doi.org/10.15408/ijee.v9i2.27447 
P-ISSN: 2356-1777, E-ISSN: 2443-0390 | This is an open access article under CC-BY-SA license 

the videos are interesting. In this result, 

there are three steps of designing and 

implementing the instructional videos, 

i.e., 1) Preparation, 2) Pre-designing 

Process, 3) Post-designed. Most pre-

service teachers admitted that the 

experience of designing instructional 

models enhanced their knowledge 

concerning logical, pedagogical, and 

content knowledge in those three steps. 

Therefore, they had positive 

experiences designing and 

implementing the instructional videos, 

where effectiveness, creativity, and 

innovation appeared.  

Firstly, in preparation, the pre-

service teachers prepared for the 

teaching material or chose the right 

topic for students. Then they decided 

on the teaching strategies or learning 

styles suitable to their issues and 

learners’ grades in school. Furthermore, 

in this step, in the designs of the videos 

resides the Pedagogical Knowledge 

(PK), Content Knowledge (CK), and 

Technological Knowledge (TK). For the 

next step, i.e., the pre-designing 

process, there is an activity when the 

pre-service teachers design the video 

with some technology tools such as 

PowerPoint, Camtasia, Internet, 

Filmora, and C-Map. 

For instance, as was stated by 

Student 1, she designed the teaching 

materials using TK. She adopted a part 

of a YouTube video suitable to the 

topic; then, she used PowerPoint, 

Audacity, Camtasia, Internet, Filmora, 

and C-Map as applications for 

designing the subject matter. As she 

said: 

“I chose and took a video from 

YouTube that focuses on language features 

about expressing intention; then I also had 

to record my voice and myself to explain the 

materials.” (S1, lines 62-63) 

She had experience designing her 

teaching materials and then converting 

them into PACIFIC applications during 

the design step. 

Another was experienced by 

Student 3; in designing the teaching 

material, she used her Technological 

Knowledge. As she said:  

“I know the technology tool is 

PowerPoint because it is one of the most 

common tools for teaching or explaining 

materials. Then luckily, in college, I now 

know Filmora Camtasia and C-Map. 

Similarly, laptop, LCD and speakers.” (S3, 

lines 10-13) 

She knew she acknowledged some 

technology tools when designing her 

educational video.  Table 3 displays the 

analytical constructs summarized from 

the whole process done by the subjects 

of the study. 

 

 



IJEE (Indonesian Journal of English Education), 9(2), 2022 

347-357 http://journal.uinjkt.ac.id/index.php/ijee | DOI: http://doi.org/10.15408/ijee.v9i2.27447 
P-ISSN: 2356-1777, E-ISSN: 2443-0390 | This is an open access article under CC-BY-SA license 

Table 3. Summary of preparation phase 

of designing and implementing 

instructional videos 

 

 

 

 

 

 

 

 

Secondly, in the pre-designing 

process, there was an activity when the 

pre-service teachers designed 

instructional videos with some 

technology tools. The pre-service 

teachers showed their skills and 

knowledge to apply the technology 

tools in this process. As acknowledged 

by student 8, she used TCK to explain 

the materials integrated with 

instructional videos briefly. As she 

consented: 

“Umm, my main tool is the 

instructional video. I only played 

and paused the video, gave them 

more explanations, and made sure 

they understood the instruction. I 

showed them the instructional 

video using LCD, laptop and 

speaker mic, and I used 

microphone so my students can 

hear the sounds from video 

clearly” (S8, line 75-79) 

It was exemplified in the above 

data extract that student 8 knew how to 

use these applications, i.e., the 

instructional video they used contained 

PowerPoint, Audacity, Camtasia, 

Internet, Filmora, and C-Map. She used 

PACIFIC, starting from the beginning 

of teaching until the end. Additionally, 

as also mentioned by student 9, she used 

TCK as well to explain materials briefly 

in her instructional video, as follows: 

“And also, I took dialogue from some 

famous movies so students will know the 

context of the topic from the real action.” 

(S9, lines 51-52) 

In addition, she took some 

dialogue from the internet related to the 

topics, and she edited the video to put 

in the video based on her lesson plan. 

Table 4 displays the analytical 

constructs summarized from the whole 

process done by the subjects of the 

study. 

The last step is a post-designing 

process. This is the finishing process of 

making the pre-service teachers' 

instructional videos based on TPACK 

for teaching and learning practices. 

TPACK is a framework for describing 

and understanding the goals for 

technology use. The model introduces 

the relationships between all three 

essential components of knowledge, 



IJEE (Indonesian Journal of English Education), 9(2), 2022 

348-357 http://journal.uinjkt.ac.id/index.php/ijee | DOI: http://doi.org/10.15408/ijee.v9i2.27447 
P-ISSN: 2356-1777, E-ISSN: 2443-0390 | This is an open access article under CC-BY-SA license 

i.e., technology, pedagogy, and content 

(Mishra & Koehler, 2006b). In this last 

phase, all pre-service teachers (i.e., 

student one until student 9) have 

succeeded in making the instructional 

videos and implementing them in the 

teaching and learning practices.  

Table 4. Summary of pre-designing 

phase results 

 

 

 

 

 

 

 

 

 

Pre-Service Teacher’s challenges in 

designing and implementing 

instructional videos based on the 

TPACK framework 

Most pre-service teachers faced two 

kinds of challenges in designing their 

instructional videos, i.e., external-

technical challenges and internal-

personal challenges. 

External-technical challenges  

In these challenges, the pre-service 

teachers faced difficulties with the 

technology tools, software, or 

applications they used to design the 

videos. Technical issues like the 

Camtasia or Filmora render being very 

slow, Camtasia could not cut the audio, 

the inability to use the software, etc., 

were among other problems to 

challenge. For instance, the challenge 

stated that student 1 said that she found 

it difficult to cut the videos from 

YouTube and unite them into the 

instructional videos she made as she 

told: 

“Sometimes my laptop worked 

slowly because the software is too 

heavy for my laptop… then, it’s a 

kind of difficulty when I had to cut 

the videos from YouTube and unite 

them.” (S1, line 76-78) 

Another case is as was experienced 

by student 7, where h e had challenges 

in terms of his adequate knowledge of 

specific software. He said that he had 

already known many technology tools 

that can be used for teaching practices 

but had not been quite familiar with 

using them. Therefore, he had to learn 

repeatedly until he understood enough 

how to use the technology tools for his 

teaching practice as he added: 

“The most challenging for me was, 

honestly, I already knew that many 

technology tools can be used for 

teaching practice in the college. 

Then, I had to learn, learn, and 

repeatedly learn from the basics 



IJEE (Indonesian Journal of English Education), 9(2), 2022 

349-357 http://journal.uinjkt.ac.id/index.php/ijee | DOI: http://doi.org/10.15408/ijee.v9i2.27447 
P-ISSN: 2356-1777, E-ISSN: 2443-0390 | This is an open access article under CC-BY-SA license 

until I understood enough about 

the software to design my 

educational video. I was shocked 

because I had no clue and had zero 

knowledge about using the 

software. I learned how to use 

Camtasia, Audacity, Filmora, and 

C-Map to design my educational 

video. It was so hard for me; there 

are many technology tools that I 

must master and understand the 

function.” (S7, lines 67-73) 

Internal-personal challenges   

These challenges are related to 

experiences in pedagogical activities, 

such as knowledge about designing 

lesson plans, triggering creativity in 

videos, managing their time to create 

videos, and personal survival. For 

instance, they had difficulties creatively 

defining objects, colors, scenarios, 

buttons, and characters; as was 

experienced by student 5, she had 

challenges breaking down the topics, 

and choosing which words, and which 

sentences she should put in the slides. 

As she said: 

“Umm… when I broke down the 

topic, choosing which words and 

sentences I should put in the slides. 

It was so hard and confusing 

because I’m afraid my explanation 

in the slides wasn’t the right one or 

probably not important, not the 

exact point. Then, searching for 

qualified pictures is a must. I have 

to search and search again until I 

find the right ones. Moreover, 

when I did a zoom-in/out in the 

Camtasia, highlighting or 

underlining which words or 

sentences are effective, give the 

colors to them was sometimes 

confusing” (S5, line 73-80) 

It was not easy to search for the 

right pictures or videos related to her 

topic. In addition, she felt confused 

whenever she had to do a zoom-in or 

zoom-out in Camtasia, highlight or 

underline which words or sentences 

were adequate, and give color to them 

to make clear explanations for the 

learners. 

Another subject, namely, student 9, 

felt run out of creativity when she was 

making the design, animation, or any 

other highlighted essential points in her 

videos, as she confessed: 

“The most challenging thing for me 

was how to design the PowerPoint, 

put a brief explanation, make it as 

interesting as I could for my 

students so they can understand 

the materials very well, then they 

will not get bored easily while 

watching and paying more 

attention to my videos. At the same 

time, when I take a video from 

YouTube, sometimes I am afraid 

that the video is not related to 



IJEE (Indonesian Journal of English Education), 9(2), 2022 

350-357 http://journal.uinjkt.ac.id/index.php/ijee | DOI: http://doi.org/10.15408/ijee.v9i2.27447 
P-ISSN: 2356-1777, E-ISSN: 2443-0390 | This is an open access article under CC-BY-SA license 

topics and is not suitable for my 

students’ grades. So, I had to filter 

the videos, search and watch them, 

search for other videos, and repeat 

them until I thought I had already 

found the right videos. It took time. 

At this moment, I was often run 

out of inspiration. In conclusion, 

the challenge was a little bit tiring 

for me.” (S9, lines 64-70) 

In coping with challenges, 

however, there are differences among 

pre-service teachers who get higher 

scores, those who get average scores, 

and those who earn lower scores in 

terms of facing the challenges. The 

higher pre-service teachers prepared 

the materials well before teaching 

practices, even though some sometimes 

got nervous because they lacked PCK. 

If the higher score pre-service teachers 

did this, let alone the average and lower 

score ones. In terms of being anxious 

when implementing the materials in the 

teaching practices, it was tough for 

them to cope. 

Discussion  

The challenges and the solving 

strategies faced by the pre-service 

teachers reside in how they make the 

TK and CK in the videos they created. 

They had difficulties using Camtasia 

and Filmora (i.e., the TK) and reflecting 

on their ideas in their educational 

videos (i.e., the TK and CK). With the 

help of friends, they learned to use 

technology. This implies that during the 

process, the pre-service teachers’ 

inadequacies in having the TK and CK 

caused difficulties in designing the 

instructional videos in general. This 

finding supported (Thompson & 

Mishra, 2007) study, which argued that 

the three knowledge domains (i.e., the 

TK, PK, and CK) are integrated. In 

other words, the level of competence 

stipulated in each knowledge domain 

influences the entire processes in the 

TPACK frame. However, at the same 

time, the result revealed that the pre-

service teachers compensated for 

inadequacy in each knowledge domain 

with the help of peers, lecturers, or 

internet searching, in addition to 

personal efforts to increase their 

knowledge.  

Furthermore, the pre-service 

teachers’ preferences on topics for 

videos were quite crucial in 

determining how well the process of 

designing videos was, as the topic they 

decided on will influence the ease and 

difficulty levels in making the videos. 

In the assignment, the lecturers asked 

them to generate English-written 

content, for example, about grammar 

and text genres, within their content 

knowledge; in the meantime, some of 

them found that they felt difficult to 

choose suitable topics, which ease their 

high creativity to make and at the same 



IJEE (Indonesian Journal of English Education), 9(2), 2022 

351-357 http://journal.uinjkt.ac.id/index.php/ijee | DOI: http://doi.org/10.15408/ijee.v9i2.27447 
P-ISSN: 2356-1777, E-ISSN: 2443-0390 | This is an open access article under CC-BY-SA license 

time were interesting for learners. This 

notion seemingly confirms Tokmak’s 

(2015) study, which stated that 

creativity requires combining too many 

elements, namely elements related to, 

for instance, pre-service teacher 

thoughts, how to suit the instructional 

games to the learners’ levels, subject 

matters’ characteristics, game 

characteristics, and design issues. 

Furthermore, the pre-service teachers 

agreed that designing the topics into 

instructional videos was a difficult task, 

so was selecting the method 

appropriate for their materials. The 

syllabus does not clearly describe 

teaching methods; it contains only a 

general guideline of teaching materials 

for one semester. In addition, they also 

must obtain a strenuous effort to make 

the purpose of the teaching because it 

should suit the learning materials to be 

contextual. This issue supported what 

Sert and Li (2019) found that the 

learners’ levels are considered critical, 

influential factors in preparing 

materials. The pre-service teachers do 

not just focus on students’ linguistic 

levels but also the cultural values and 

norms. 

Nevertheless, even when they 

designed their video for teaching 

practices with those technology tools, 

they were not satisfied enough with 

their results because most pre-service 

teachers stated that it takes time for 

them and needs more creativity. They 

had to make the subject matter 

interesting, attractive, and easy to 

digest for the learners. These results 

were different from Tokmak (2015), in 

which it was stated that most pre-

service teachers were satisfied with the 

instructional computer games they 

designed. They felt their games were 

attractive, followed design principles, 

and were appropriate for the target 

audience and curriculum. This 

difference might be caused by the fact 

that the curricula used are different. 

Finally, the results revealed that 

designing instructional technology 

requires all knowledge domains of 

TPACK in addition to experiences in 

teaching practices. Moreover, creativity 

was highly emphasized by the pre-

service teachers. The TPACK 

Framework means generic knowledge 

necessary for teachers to have for their 

abilities to integrate technology into 

teaching. This finding is in line with 

what Schmidt et al. (2009) argued that 

teachers should spontaneously 

recognize the complex interactions 

amongst three essential components of 

knowledge: the PK, CK, and TK, to 

integrate the teaching of materials into 

technology-driven pedagogic methods 

or appropriate subject matters. That is 

why the pre-service teachers under 

study combined the subject matters, the 

design, and the technique to implement 



IJEE (Indonesian Journal of English Education), 9(2), 2022 

352-357 http://journal.uinjkt.ac.id/index.php/ijee | DOI: http://doi.org/10.15408/ijee.v9i2.27447 
P-ISSN: 2356-1777, E-ISSN: 2443-0390 | This is an open access article under CC-BY-SA license 

teaching practices in the classroom with 

those three pieces of knowledge.  

Further, the pre-service teachers 

are willing to apply TPACK in the 

teaching process, although they have 

challenges when implementing the 

PCK, TCK, and TPK. Specifically, most 

pre-service teachers faced difficulties 

managing the teaching time because 

they had only fifteen minutes. It was 

not enough for them to implement 

those videos into their teaching 

practices. At the same time, they have 

some issues to solve in designing the 

educational videos, such as upgrading 

technology-use capacity, increasing 

creativity, and enhancing motivation.  

CONCLUSIONS AND SUGGESTION 

The EFL pre-service teachers had 

various self-reflections on the 

experiences of designing and 

implementing the instructional videos 

based on the TPACK framework, 

putting into three phases of steps in 

design-making and product-

implementing. This becomes a positive 

experience for them. They need such 

experiences in designing and 

implementing instructional videos 

based on the TPACK framework in 

microteaching courses, increasing their 

innovation, creativity, and motivation 

in their teaching skills. The challenge 

they should embrace is always present 

in such attempts. The challenges were 

divided into two categories, external-

technical and internal-personal 

challenges. The trend exemplified the 

first one that some pre-service teachers 

had slow programs on their laptops; 

second, the pre-service teachers had to 

struggle when they were developing 

their videos; third, the specification of 

their laptops did not meet the 

requirements to run a specific 

application; forth, the laptops were not 

faster enough to render the videos, and 

fifth, their laptops worked very slowly 

when they wanted to edit, adjust the 

pictures with the contents, cut the 

videos, and use some applications. As a 

result, it all became a difficulty that 

needed an immediate solution for them. 

In the second one, typical cases showed 

that 1) the pre-service teachers did not 

have experience making a lesson plan, 

so they had to learn independently; 2) 

when they designed the videos, 

sometimes they were run out of 

creativity to make the design suitable 

with their materials to get learners’ 

attention and be attractive to the 

learners; and 3) some of them did not 

conduct some activities because they 

could not properly take advantage of 

their time in teaching. Despite those 

difficulties, designing an instructional 

video gave them some experience in 

using advanced technology tools for 

their teaching and learning practices in 



IJEE (Indonesian Journal of English Education), 9(2), 2022 

353-357 http://journal.uinjkt.ac.id/index.php/ijee | DOI: http://doi.org/10.15408/ijee.v9i2.27447 
P-ISSN: 2356-1777, E-ISSN: 2443-0390 | This is an open access article under CC-BY-SA license 

the future. An implication that can be 

drawn from this conclusion is that pre-

service teachers, in addition to being 

equipped with their primary subject 

competence, need an essential 

supplementary technological 

competence before they become 

teachers in the actual field.  

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