This study sought to understand secondary school English teachers' perceptions of the existence of TPACK in the East Tegal district, specifically (technology, pedagogy, and content knowledge). Additionally, they used three TPACK bodies throughout the pandemic era when they were teaching and learning. This study used descriptive qualitative research, and there are two different types of data sources used: primary data gained through extensive semi-structured interviews and secondary data acquired through documentation. The theoretical bases are provided by the theory of perception, the TPACK framework, and online learning. The study's conclusions suggest that teachers' opinions of recent innovations in education are well supported. One of these is their familiarity with the TPACK methodology. They used the three essential knowledge (technology, pedagogy, and content) that comprise the TPACK framework's body. The combination of various bodies of knowledge, both theoretically and practically, results in the types of flexible knowledge required to successfully embrace technology into education.