ABSTRACT

Saptiwi Rohayati. S891902020. 2022. Engaging Students in a Digital Storytelling Project with TPACK 21CL Framework in Teaching Content-Focused Writing (A Classroom Action Research in High School). A Thesis. First Consultant: Dr. Nur Arifah Drajati, M. Pd.; Second Consultant: Prof. Dr. Joko Nurkamto, M. Pd. English Education Department, Graduate School, Sebelas Maret University.
This study aimed to facilitate students’ content-focused writing through the implementation of a digital storytelling project with TPACK 21CL framework. It describes (1) how the researcher engages the students in digital storytelling projects to develop their content-focused writing; (2)  the engagement of the students in digital storytelling projects that can develop their content-focused writing, and (3) the characteristics of digital storytelling project that is applied to the students to develop their content-focused writing. 
The research was done in a high school in Central Java, Indonesia from May to September 2021. The participants of the study were 36 students consisting of ten male and twenty-six female students. Moreover, this study was a classroom action research applied in two cycles. The researcher did some steps for each cycle. They were planning, action, observation, and reflection. In collecting the data, the researcher applied several techniques including observation, interview, questionnaire, and peer discussion. The data were analyzed by using descriptive analysis. 
The result of the research shows that: (1) The researcher engaged the students in such an active learning situation to facilitate their content-focused writing during the implementation of five stages of digital storytelling project with TPACK 21CL framework; (2) Students’content-focused writing was improved as the students were behaviorally, affectively, and cognitively engaged in the learning process. The improvement can be seen from their digital story products of which the mean score improved from cycle to cycle; (3) The implementation of digital storytelling project with TPACK 21CL framework reflected an active, authentic and intentional, constructive, and cooperative learning atmosphere to facilitate the students’ content-focused writing. 
These findings imply that a digital storytelling project with the TPACK 21CL framework was a good teaching technique to facilitate students’ content-focused writing. The result of the study could be applied by English teachers as a reflection in teaching writing in their class. The practices done in this study provided several insights about the implementation of a digital storytelling project with the TPACK 21CL framework in teaching content-focused writing.