The Effectiveness of Pedagogical Content Knowledge in English Teaching and Learning Process

Abstract

This research is aimed to find the effect of using Pedagogical Content Knowledge (PCK) on the students’ learning outcomes at SD N Klegenrejo. The population and sample of this research were the fourth grade of SD N Klegenrejo. This research was conducted from April to May 2023. This research was classified as a quasi-experimental study. It involved 42 students from two groups, they were experimental group and control group. The experimental group was students taught using Pedagogical Content Knowledge (PCK) whereas the control group was students taught using conventional method. The data were obtained by using pre-test and post-test. The pre-test was given to both groups before the treatment and the post-test was given after the treatment. The data of pre-test and post-test of both groups were analyzed by using descriptive and inferential statistics. After the data were tested and found to be homogeneous and normal, the hypothesis was tested using SPSS. The result of the research shows that the difference in the students’ learning outcomes between the students taught using Pedagogical Content Knowledge (PCK) and those taught not using Pedagogical Content Knowledge (PCK) is significant. It can be seen in the result of the hypothesis testing. The significance value is lower than the significance level of 0.05 (0.020 < 0.05), which means that the data of this study are considered to have significant difference. Therefore, the hypothesis of this study is accepted. It means that Pedagogical Content Knowledge (PCK) have significantly improved the student’s learning outcomes in the English teaching and learning process of the experimental class at SD N Klegenrejo.