THE TPACK FRAMEWORK IN TEACHING LOGICAL DIVISION PARAGRAPH BY THE PRACTICUM LECTURER

Abstract

The research aims to investigate : (i) the reasons a practicum lecturer taught logical division paragraph with the TPACK framework (ii) how a practicum lecturer taught logical division paragraph with the TPACK framework (iii) the students’ response toward technologies in learning logical division paragraphs in the teaching practicum (iv) the students’ results of teaching logical division paragraphs with the TPACK framework. The  study used a mixed method approach. The study results the reasons a practicum lecturer applying TPACK are students’ enthusiasm and students’ experiences in using TPACK. A practicum lecturer applied TPACK components in teaching writing such as using as Google Classroom, Padlet, Storybird, Kahoot, Canva, and Mentimeter as the Technology Knowledge, using process-based approach as Pedagogy Knowledge. and mastering the materials from Youtube and module. The use of technologies has positive responses from students. They argue that they like and interesting using technology while learning writing. The also argue that the use of technologies supports paperless. Teaching logical division paragraph with the TPACK framework is shown from the score as the result of the material. There are 35 students who have been taught with The TPACK Framework by a practicum lecturer with scoring rubric.