EFL TEACHER’S STRATEGIES OF IMPLEMENTING TPACK IN TEACHING WRITING: A CASE STUDY AT A TECHNICAL VOCATIONAL SCHOOL IN MALANGBONG

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.