Improving English Academic Achievement among Indonesian Junior High School Students through TPACK and Contextual Teaching

This study investigates the effectiveness of integrating the Technological Pedagogical Content Knowledge (TPACK) framework and Contextual Teaching and Learning (CTL) approach in improving English academic achievement among Indonesian junior high school students. Conducted using a true experimental design, the research involved 64 eighth-grade students at SMPN 1 Pringapus, divided equally into experimental and control groups. The experimental group received instruction through a TPACK-based and contextually rich learning model, while the control group was taught using conventional methods. Pre-test and post-test scores were analyzed using both descriptive and inferential statistics to determine the impact of the intervention. The results revealed a significant improvement in the academic performance of students in the experimental group compared to those in the control group. These findings suggest that integrating technology with pedagogical and content knowledge, supported by real-life contextualization, can enhance students’ engagement and understanding, leading to better academic outcomes in English language learning. The study highlights the importance of innovative instructional strategies in addressing the challenges of English education in Indonesia.