The Effect of Technological Pedagogical Content Knowledge (TPACK) on Rural Area Students’ English Writing

Bibliographic Data

ID21805669
AuthorsSriati Usman (0000-0001-9796-2019, Tadulako University), Burhanuddin Arafah (0000-0003-0316-8370, Hasanuddin University), Mochtar Marhum (0000-0003-1951-7782, Tadulako University), Syahrul Munir (0000-0001-5630-7456, Tadulako University), Budi Budi (Tadulako University), Nurgan TADEKO (0000-0003-3805-9078, Yogyakarta State University)
Year2024
Volume15
Issue3
Pages884-892
Publication date2024-05-08
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueJournal of Language Teaching and Research (JOURNAL)
Journal identifiersISSN: 1798-4769 • E-ISSN: 2053-0684
PublisherAcademy Publication (PUBLISHER • GB)
DOI10.17507/jltr.1503.21
OpenAlexW4396737212
LanguageEN
Citations received6
References cited22

This research was conducted to examine the impact of the Technological Pedagogical Content Knowledge (TPACK) and Direct Learning (DL) model on the learning outcomes of students in rural areas concerning English descriptive text composition. The models introduced a meaningful learning experience within conventional classroom settings, enabling students to connect prior knowledge with new information in creating innovative ideas. TPACK model played an essential role in the educational system, facilitating teachers in integrating technological, pedagogical, and content knowledge throughout the instructional process. Therefore, students became more engaged, active, and enthusiastic participants in their learning. An authentic experimental and control group design was carried out in two parallel classes at a senior high school. Meanwhile, ANOVA Factorial (2-way ANOVA) was used to analyze the data. The results showed that the learning outcomes of TPACK were significantly different from those of the DL group. Therefore, TPACK substantially affected the learning outcomes of students in writing English descriptive text. This research reported the valuable contribution of the model in equipping future teachers with the knowledge necessary to integrate content, learning theories, teaching models, methods, and technology into their instructional practices

Mathematics education · Pedagogy · Education and Critical Thinking Development · Mathematics · Psychology · Second Language Learning and Teaching · Technology-Enhanced Education Studies

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