IMPROVING READING LITERACY LEARNING OUTCOMES THROUGH ICT-BASED WORDWALL MEDIA WITH TPACK APPROACH IN VOCATIONAL HIGH SCHOOL

Abstract

Reading literacy remains a critical yet underachieved competency among students in Indonesian Vocational High Schools (SMK), where conventional instructional methods have failed to adequately foster deep reading engagement and comprehension. This study aimed to examine the effectiveness of ICT-based Wordwall media integrated with the Technological Pedagogical and Content Knowledge (TPACK) approach in improving reading literacy learning outcomes among Grade XI students at SMK Yadika Langowan, Minahasa Regency, North Sulawesi, Indonesia. A mixed-methods research design was employed, combining a quasi-experimental nonequivalent control group design with qualitative semi-structured interviews. The sample comprised 30 students divided into an experimental class (n = 15), which received Wordwall-TPACK instruction, and a control class (n = 15), which continued with conventional teaching. A 17-item validated reading literacy test was administered as both pre-test and post-test, supplemented by interviews with four purposively selected students from the experimental class. Quantitative data were analyzed using descriptive statistics, the Shapiro-Wilk normality test, Levene's homogeneity test, independent samples t-test, and N-Gain analysis; qualitative data were analyzed using Miles and Huberman's interactive model. Results showed that the experimental class achieved a significantly higher mean post-test score (73.33) than the control class (60.78), with a statistically significant difference (t = 5.87, Sig. = 0.000). The experimental class obtained a medium N-Gain score (0.47), while the control class yielded a low N-Gain (0.29). Qualitative findings confirmed that Wordwall-based instruction enhanced student engagement, reading motivation, and comprehension. These results demonstrate that ICT-based Wordwall media integrated with TPACK effectively improves reading literacy outcomes and offers a practical model for technology-enhanced language instruction in vocational education contexts.