Teachers’ TPACK Practice of English Blended Learning Course in the Midst of COVID-19 Pandemic

This study aims to examine teachers’ TPACK knowledge in practice that used blended-learning course. employs a qualitative descriptive research design analyze phenomena the teaching and learning process. The observation focused on three components of included technological tool, content material, activity. Furthermore, finding shows teachers promoted 22 24 33 criteria practice, which represented knowledge. means have achieved more than 50 % representing practice. In conclusion, help conducted an effective with technology as were able apply framework during blended activity.
 Keywords: Blended-learning, Content Knowledge, Pedagogical Teachers’ Technological Technology Integration