Promoting TPACK (Technology Pedagogical and Content Knowledge) Model in Students’ Writing Skill

Dhevi Arifanita, Maria Leswinda Wulan


This research is to examine the extent to which Technology Pedagogical and Content Knowledge (TPACK) improve students’ writing skill and to explain the description of the classroom situation when Technology Pedagogical and Content Knowledge (TPACK) are implemented to teaching writing. The research method used was CAR (Classroom Action Research). The research data were gathered by using direct observation, field notes, interview, tests, questionnaire, and photographs. Techniques of analyzing data used in this research are assembling the data, coding the data, comparing the data, building interpretation, and reporting the outcomes. The research findings found that Technology Pedagogical and Content Knowledge (TPACK) had positive implication in improving students’ writing skill. Technology Pedagogical and Content Knowledge (TPACK) help students’ improving their writing. They can organize their idea clearly and use suitable words for each context. Using technology in the classroom can attract students’ attention and they have motivation to engage in writing class.


Technology Pedagogical and Content Knowledge (TPACK); Writing Skill; Urban City; Classroom Action Research


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