Kurniasari, Rahmadilla. 2024. Teaching Reading Comprehension with TPACK-21CL Framework: an Autobiographical Narrative Study. Thesis. First Consultant: Prof. Diah Kristina, MA., Ph.D. Second Consultant: Dr. Sumardi, M.Hum. Surakarta. Magister of English Education, Universitas Sebelas Maret.

               ABSTRACT

Teaching reading comprehension using TPACK-21CL framework constructed with an autobiographical narrative is under-explored at vocational high school level. TPACK-21CL is commonly used for teachers' rubric assessment. While in reading, comprehension is usually used for content knowledge of TPACK. This study reflects my experience becoming a teacher who practices teaching reading comprehension using the TPACK-21CL framework. The present study was guided by two questions that seek to understand the reflection of practice with that intention: how I practice teaching reading comprehension with TPACK-21CL and the challenges regarding teaching reading comprehension using the TPACK-21CL framework. The research was conducted in a private vocational high school in Central Java, Indonesia, from 2022 to 2023. This study consisted of my teaching diary and teaching artifacts such as lesson plans and pictures. I used an autobiographical narrative study as my research methodology. This methodology explored my reflection on the extent to which practical teaching of reading comprehension. In teaching reading comprehension, I focused on three important components such as grammatical information, drawing the inference, and main idea using the TPACK-21CL framework, including five dimensions: active, constructive, authentic, intentional, and cooperative. Data from the teacher’s diary was analyzed using thematic analysis. The study's findings showed that by teaching reading comprehension based on grammatical information and inference, students can learn how to compose grammatical information and connect their previous knowledge with authentic materials using technology. In addition, discussion sessions assist the students in understanding the main idea better. Implementing teaching reading comprehension with the TPACK-21CL framework reflected active, constructive, authentic, intentional, and cooperative captured to facilitate better comprehension. Teaching reading using the TPACK-21CL framework contributes to theoretical, practical research, and methodological in the research of teaching English. The challenges in this research were the teacher's competence to prepare and reflect on the teaching experience, technical challenges, and the students' challenge joining teaching and learning during the pandemic transition period. The present study might bring future research contributions for preparing, practicing, and reflecting on teaching reading comprehension with the TPACK-21CL framework. English teachers could incorporate the findings into their lesson plans, practicals, and reflections for teaching reading comprehension. In this study, several insights were gained regarding the implementation of teaching reading comprehension with the TPACK-21CL framework specifically for Vocational High Schools. The school stakeholders could also capture the evaluation of every emerging challenge regarding facilitation and school rules.

Keywords: An Autobiographical Narrative, TPACK-21CL, Reading Comprehension