Al Habib, Muhammad (2024) Technological Pedagogical Content Knowledge (TPACK) Framework Analysis In English Speaking Skills Instruction At Junior High School. Skripsi, Tarbiyah dan Keguruan.

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ABSTRAK

The integration of technology in education, particularly in teaching English speaking skills at the junior high school level, presents unique challenges and opportunities. This study examines the application of the Technological Pedagogical Content Knowledge (TPACK) framework in enhancing English speaking instruction. The background of this research is rooted in the necessity for educators to effectively blend technology with pedagogical strategies to improve student engagement and outcomes in language learning. The primary objective of this research is to analyze how the TPACK framework can be utilized to optimize teaching methodologies for English speaking skills.The research employs a qualitative methodology, utilizing classroom observations, interviews with teachers, and analysis of instructional materials to gather comprehensive data on the implementation of TPACK in English language instruction. The findings indicate that the TPACK framework significantly enhances the teaching process by providing structured guidance for integrating technology with pedagogy and content knowledge. Teachers reported increased student motivation and improved speaking skills as a result of using TPACK-aligned strategies.These results suggest that the TPACK framework is an effective tool for improving English speaking instruction at the junior high school level. Further research is recommended to explore its application in other language skills and educational contexts

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