Technological Pedagogical Content Knowledge (TPACK) Implementation to Enhance Grammatical Competence in Slow Learners at Junior High School

Abstrak

The rapid advancement of digital technology demands individuals with strong English proficiency for effective global communication. However, many junior high school students still struggle with grammar comprehension, particularly slow learners who face greater difficulty mastering complex grammatical concepts. This condition underscores the need for inclusive and adaptive teaching approaches. The Technological Pedagogical Content Knowledge (TPACK) framework supports more effective grammar instruction by integrating technology, pedagogy, and content. This study investigates its application to improve grammar proficiency in junior high school slow learners. Using a quasi-experimental one-group pretest–posttest design, the study evaluates the impact of TPACK-based instruction in an inclusive classroom. Five slow-learner students participated in a grammar intervention that incorporated digital media, scaffolded instruction, and contextualized grammar activities. The Wilcoxon Signed-Rank Test was used to analyze the data due to the small sample and nonparametric characteristics. Results revealed a significant improvement in grammar performance with total mean scores rising from 2.702 (45%) to 3.292 (55%), confirmed by the Wilcoxon test (p < 0.05), indicating that TPACK- based instruction positively influenced learners’ grammatical understanding across multiple domains; recognition, completion, reading comprehension, and oral production. The findings suggest that the TPACK framework supports both cognitive and affective aspects of learning, such as attention, motivation, and self- efficacy. This study extends the application of TPACK to special education contexts and provides a practical model for inclusive, technology-enhanced grammar instruction.