Abstract:
This study aimed at investigating the EFL Vocational School teacher‟s
implementing TPACK and it dominant strategies implemented by EFL Vocational
School teacher in teaching writing. This qualitative case study research was
conducted at a technical vocational school in Malangbong by using cultivated
observation, interviews, and documentation. The purposively recruited
participants for this study include an English teacher at a technical vocational
school in Malangbong. The results of this study revealed that (1) with good
knowledge about technological advances for teaching writing, especially in the
aspects of CK, PK, PCK, TPK, and TPACK. Therefore, it is important as an EFL
teacher to focus more on developing the TPACK framework of mind. (2) Several
problems have emerged with its implementation, namely: it is related to teacher
and students' experiences with unstable internet connections and electricity
problems, such as sometimes occurring during the teaching and learning process,
causing lessons to be postponed or even canceled, and it greatly disrupts the
learning process. (3) Regardless of the challenges encountered by teacher, schools
must always be looking for ways to solve problems in teaching and understand the
concepts of the TPACK framework. Thus, teaching writing using the TPACK
framework can be carried out effectively. Therefore, the researcher suggests that
future researchers who wish to investigate the pedagogical content knowledge of
technology teachers should look into technological knowledge. Which is particularly lacking in this study.
