Articles
<![CDATA[HIGHER ORDER THINKING SKILLS IN CRITICAL READING CLASS: AN ANALYSIS ON STUDENTS’ PERCEPTION ]]>
<![CDATA[Tahir, Annisa Mujahidah]]>;
<![CDATA[Farahdiba, Syarifah]]>;
<![CDATA[Sunra, La]]>
<![CDATA[ JTechLP: Journal of Technology in Language Pedagogy Vol 2, No 1, March (2023): JTechLP: Journal of Technology in Language Pedagogy ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/jtechlp.v2i4, Dec.56789
<![CDATA[This study aims to explore students’ perception toward Higher Order Thinking Skills in Critical Reading class. To achieve the research objective, the researcher used a descriptive study in the form of a qualitative design. The data were collected through one-to-one, semi-structured interviews conducted through mobile phone calls. The study focused on five students from the English Education Study Program's Class A 2021 who were enrolled in a critical reading class during their second semester. Based on the result of the study, the researcher found that in the critical reading class, the three upper levels of cognitive skills proposed by Bloom, which are considered as part of higher order thinking skills (HOTS), were applied in the form of activities such as text analysis, statement and argument validation, and paraphrasing. Students’ perception indicated that the three activities improved their ability in critical reading. However, throughout the course, the students faced some difficulties since the course was conducted online. The lecturer used the same lecturing style, had never given them feedback, and there was no discussion session for the students to share their ideas about the text in the module given. The lack of vocabulary was also mentioned as one of the obstacles experienced by the students during the critical reading class.]]>
<![CDATA[THE USE OF ENGLISH SHORT STORIES TO ENRICH STUDENTS’ VOCABULARY MASTERY ]]>
<![CDATA[Putri, Andi Sri Mega]]>;
<![CDATA[Munir, Munir]]>;
<![CDATA[Farahdiba, Syarifah]]>
<![CDATA[ JTechLP: Journal of Technology in Language Pedagogy Vol 2, No 1, March (2023): JTechLP: Journal of Technology in Language Pedagogy ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/jtechlp.v2i4, Dec.56779
<![CDATA[The objective of the research was to find out whether the use of short stories can enrich students’ vocabulary mastery: meaning, spelling, pronunciation, word form and word use. The researcher applied a pre-experimental method. The population was the eighth-grade students of SMP Negeri 29 Makassar in academic year 2022-2023 and the sample of this research were 29 students from class VIII/7 by using cluster random sampling. The data were collected through test (pre-test and post-test). The result of data analysis stated that the mean score of pre-tests (68.79 with standard deviation 51.34) was lower than mean score of post-tests (82.82 with standard deviation 13.32) therefore the value of t-test (1.14 with significant difference 0.000) level of significance (α) = 0.05 and degree of freedom (df) = 28. It shows that the alternative hypothesis of this research is accepted. based on the finding and discussion of the study, the researcher concludes that using short stories can enrich students’ vocabulary mastery at the eighth grade of SMP Negeri 29 Makassar.]]>
<![CDATA[FACTORS AFFECTING STUDENTS’ UNDERSTANDING OF DAILY ENGLISH VOCABULARY ]]>
<![CDATA[Annisa, Rara Nur]]>;
<![CDATA[Korompot, Chairil Anwar]]>;
<![CDATA[Farahdiba, Syarifah]]>
<![CDATA[ JTechLP: Journal of Technology in Language Pedagogy Vol 3, No 1, March (2024): JTechLP: Journal of Technology in Language Pedagogy ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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<![CDATA[This research aims to find out what factors affect students' understanding of daily English vocabulary, how they acquire vocabulary, the difficulties and convenience in understanding vocabulary, how to deal with problems if they find new vocabulary, and how they solve problems related to English vocabulary. This research applied a descriptive qualitative method. The data collection in this research was conducted by interviewing 7 students at the State University of Makassar as the participants in this research. The results of this research found that there are several pluses such as Google Translate and E-dictionary are the platforms most often used in understanding daily English vocabulary, finding similarities is an effective way according to students when looking for the meaning of new vocabulary. As for the drawbacks, the drawbacks of this research are when students find words that are almost the same but have different meanings. It can be concluded that external factors (because they are English students) are factors that affect students' understanding of daily English vocabulary.]]>
<![CDATA[THE DIFFERENCES OF LEARNING STRATEGIES AND ACHIEVEMENTS BETWEEN STUDENTS WHO TAKE ENGLISH COURSES AND WHO DO NOT TAKE ENGLISH COURSES IN LEARNING VOCABULARY ]]>
<![CDATA[Dewa, Muh. Tegar Indar]]>;
<![CDATA[Farahdiba, Syarifah]]>;
<![CDATA[Ariyani, Amra]]>
<![CDATA[ JTechLP: Journal of Technology in Language Pedagogy Vol 2, No 1, March (2023): JTechLP: Journal of Technology in Language Pedagogy ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/jtechlp.v2i4, Dec.56794
<![CDATA[The purpose of this study is to discover the differences of learning strategies and learning achievements between students who take English courses and who do not take English courses in learning vocabulary. The researcher applied quantitative research causal-comparative type. There were 20 students from grade VIII SMPN 2 Sungguminasa academic year 2023/2024 chosen by purposive sampling. The data were obtained by giving questionnaire and vocabulary test. Then the data was analyzed by using descriptive statistics and t-test. The results show the learning strategies has the probability value = 0.037 that was lower than the level of significance value = 0.05. It was proved by the average score of students who take English courses (102.90) that is bigger than students who do not take English courses (83.00). The learning achievements also has the probability value = 0.005 that was lower than the level of significance value = 0.05. It was also proved by mean score of students who take English courses (89.10) that is bigger than students who do not take English courses (58.60). In conclusion, there are differences of learning strategies and learning achievements between students who take English courses and those who do not take English courses in learning vocabulary.]]>
<![CDATA[THE USE OF MEDIA FLASHCARDS TO IMPROVE STUDENTS’ VOCABULARY IN SD NEGERI 9 BARRU ]]>
<![CDATA[Anisa, Beby]]>;
<![CDATA[Atmowardoyo, Haryanto]]>;
<![CDATA[Farahdiba, Syarifah]]>
<![CDATA[ JTechLP: Journal of Technology in Language Pedagogy Vol 3, No 3, Sept (2024): JTechLP: Journal of Technology in Language Pedagogy ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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<![CDATA[This study aims to determine whether using flashcard media in primary schools may help kids' vocabulary to grow. The researchers used pre-experimental techniques. Pre- and post-tests were used to collect data. All students at SD Negeri 9 Barru make up the study's population, and 24 grade 4 students were chosen randomly as the study's sample. Following analysis using the significant test formula, the pre-test and post-test results of using flashcard media to increase students' vocabulary revealed that the T-test value was greater, allowing H1 to be accepted. Analysis of the N-gain value also revealed an increase in students' vocabulary. The sample group falls into the average category. The study concludes that using flashcards as a teaching tool increases students' vocabulary, boosts their enthusiasm for learning the language, gives them more confidence to voice their thoughts, and encourages them to be more engaged in learning.]]>
<![CDATA[ENGLISH LEARNING STYLES ON HIPPOCRATES GANUS’S PERSONALITY TYPES (AT SMAN 5 MAKASSAR) ]]>
<![CDATA[Pondaag, Samuel Siloam]]>;
<![CDATA[Farahdiba, Syarifah]]>;
<![CDATA[Sofyan, Ryan Rayhana]]>
<![CDATA[ JTechLP: Journal of Technology in Language Pedagogy Vol 4, No 1, March (2025): JTechLP: Journal of Technology in Language Pedagogy ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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<![CDATA[This study aimed to find out how Hippocrates Ganus’s personalities tendency towards English learning styles based on auditorial, visual, and kinesthetic. This study used a qualitative descriptive method and data was collected through observation, personality test and interview. The observation was performed, involve seven students. The aim of this study was to reveal the personalities of students with English learning styles at SMAN 5 Makassar. Through interviews conducted, it was found that seven students have different personalities, however some students have similar learning styles. Phlegmatic personality has a tendency to like quiet learning but student is not fond of learning approaches that emphasize a lot of physical movement. As well as students with choleric and melancholic personalities who prefer a quite learning environment over engaging in excessive physical activity. Similarly, pupils who possess choleric and melancholy dispositions often choose a tranquil learning environment rather than engaging in physical engagements from a distance. On other hand, student with a sanguine disposition tend to choose a kinesthetic learning method which is very stimulating due to its emphasis on physical activity rather than silent study.]]>
<![CDATA[AN ANALYSIS OF TYPES OF STUDENTS’ MISBEHAVIORS IN EFL CLASSROOM ]]>
<![CDATA[Kusuma, Dian Indah]]>;
<![CDATA[Talib, Ahmad]]>;
<![CDATA[Farahdiba, Syarifah]]>
<![CDATA[ JTechLP: Journal of Technology in Language Pedagogy Vol 4, No 2, June (2025): JTechLP: Journal of Technology in Language Pedagogy ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/jtechlp.v4i2, June.73898
<![CDATA[This research was conducted at MTS Guppi Pesuloang, involving 16 seventh-grade students and an English teacher as subjects. This research is a qualitative descriptive study that aims to find out the types of student misbehavior that appear in the EFL class. Student misbehavior as a single variable. This research has two instruments, namely the observation checklist and the interview. From the research it was found that there were 7 misbehaviors committed by students in the process of learning English in the classroom during the research, namely 1) Ignoring the uniform rules, 2) Not paying attention to the teacher's explanation, 3) Distrupting classmates, 4) Using google translate, 5) Diverting the conversation from the subject matter, 6) Disobeying teacher's instructions, and 7) Talking too much.]]>
<![CDATA[AN ANALYSIS OF THE IMPACT OF WATCHING YOUTUBE VIDEOS OF NATIVE CONTENT CREATORS ON STUDENTS’ ENGLISH SPEAKING ]]>
<![CDATA[Rustan, Nilasari]]>;
<![CDATA[Muliati, A.]]>;
<![CDATA[Farahdiba, Syarifah]]>
<![CDATA[ JTechLP: Journal of Technology in Language Pedagogy Vol 4, No 2, July (2025): JTechLP: Journal of Technology in Language Pedagogy ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/jtechlp.v4i3, Sept.76794
<![CDATA[This research analyzes the impact of watching YouTube videos created by native content creators on students’ English pronunciation, fluency, vocabulary, and confidence. The study investigates how exposure to authentic language use influences these key aspects of speaking. Using a qualitative case study with elements of descriptive research and phenomenology, data were collected through interviews and focus group discussions with five students from the English Education program who regularly engage with native content on YouTube. The findings suggest that consistent exposure to native speakers through YouTube videos significantly improves students' pronunciation accuracy and enhances their fluency in spontaneous speech. Additionally, participants reported a deeper understanding of conversational nuances and cultural references, which contributed to their overall confidence in English communication. This study highlights the effectiveness of YouTube as a self-directed learning tool and its potential to complement traditional language learning methods.]]>
<![CDATA[THE USE OF SAME-LANGUAGE SUBTITLES ON YOUTUBE VIDEOS TOWARDS STUDENTS' LISTENING COMPREHENSION: ADVANTAGES AND DISADVANTAGES ]]>
<![CDATA[Shalihah, Andi Musfiqah]]>;
<![CDATA[Farahdiba, Syarifah]]>;
<![CDATA[Sofyan, Ryan Rayhana]]>
<![CDATA[ JTechLP: Journal of Technology in Language Pedagogy Vol 1, No 3, Nov (2022): JTechLP: Journal of Technology in Language Pedagogy ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/jtechlp.v2i3, Sept.52965
<![CDATA[This study aims to find out the advantages and disadvantages of same-language subtitles on YouTube videos. The researcher applies the descriptive qualitative method to achieve the research objective. This research uses interview questions as an instrument of the study. The subject of this research is 6 students from the English Education Department 2019 academic year, Faculty of Languages and Literature, Universitas Negeri Makassar. The subject was chosen by using purposive sampling. The results of this research revealed that students stated the advantages of same-language subtitles include high accuracy, explaining slang, and clear punctuation. Disadvantages include inaccurate timestamps, typos, and words that are not displayed.]]>
<![CDATA[USING THE WATTPAD APPLICATION TO IMPROVE STUDENTS’ READING COMPREHENSION ]]>
<![CDATA[Asir, Niftahul Jannah]]>;
<![CDATA[Farahdiba, Syarifah]]>;
<![CDATA[Sofyan, Ryan Rayhana]]>
<![CDATA[ JTechLP: Journal of Technology in Language Pedagogy Vol 3, No 2, July (2024): JTechLP: Journal of Technology in Language Pedagogy ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/jtechlp.v3i4, Dec.68354
<![CDATA[The objective of this research was to find out whether using the Wattpad application improves students’ reading comprehension. The researcher applied pre-experimental research which employed one-group pre-test and post-test. The participants of this research were from the VIII-B1 class of UPT SPF SMP Negeri 5 Makassar which consisted of 35 students who were determined using random sampling techniques. The research instrument used was multiple choice reading comprehension: narrative text. The pre-test and post-test results using the Wattpad application in developing students’ reading comprehension after being analyzed using the significant test formula show that the t-test value was 8.043 > t-table value 1.685. As a result, the null hypothesis (H0) was rejected and the alternative hypothesis (H1) was accepted. After analyzing the n-gain value, the results show that using the Wattpad application is classified as average. In conclusion, using the Wattpad application improves students’ reading comprehension in identifying the main idea, identifying supporting details, understanding vocabulary, identifying references, and making inferences.]]>
