Technological Pedagogical Content Knowledge in Teaching Analytical Exposition Text for 11th Grade at Kesuma Indah Padangsidimpuan Senior High School

The objectives of the study were to find out the components of TPACK in teaching
analytical exposition text and to reveal how the TPACK is implemented in teaching
analytical exposition text for students. The study was conducted by using
descriptive qualitative method which investigated an English teacher and students
at grade 11th as the subject of the research. The techniques of collecting the data
were observation, video recording, and interview. The results of the study showed
that the components of TPACK as proposed by Mishra and Koehler (2006) such
as content knowledge (CK), pedagogical knowledge (PK), pedagogical content
knowledge (PCK), technological knowledge (TK), technological content
knowledge (TCK), technological pedagogical knowledge (TPK), and technological
pedagogical content knowledge (TPACK) were found in teaching analytical
exposition text. It is also found that the implementation of TPACK as suggested by
Harris and Hofer (2009), was conducted through five basic process, such as (1)
determining the goals of the learning, (2) choosing the most appropriate methods
as well as strategies that can be used to enhance students’ learning experience, (3)
selecting and sequencing what kind of activities that students will engage in during
the learning, (4) determining how students can be assessed based on the learning
goals and their achievement, and (5) selecting what kind of tools and resources will
be used to help students achieve the learning goals.