Articles
<![CDATA[The Influence of Pronunciation on Students’ Speaking Confidence ]]>
<![CDATA[Arsi, Aliah Khusna]]>;
<![CDATA[Farahdiba, Syarifah]]>;
<![CDATA[Ariyani, Amra]]>
<![CDATA[ Journal of Excellence in English Language Education Vol 4, No 1, January (2025): Journal of Excellence in English Language Education ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris FBS UNM ]]>
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DOI: 10.26858/joeele.v4i1, January.70932
<![CDATA[This research aimed to find out whether or not pronunciation influences students’ speaking confidence. The research focused on 125 tenth-grade students from MAN 2 Soppeng as the population. The research instrument was questionnaires (pre-questionnaire and post-questionnaire) to assess changes in speaking confidence before and after treatment. The study employed a pre-experimental design with a one-group pretest-posttest approach, selecting a sample of 19 students from class X3 using cluster random sampling. Data analysis was conducted using IBM SPSS 23 Version. The findings indicated that pronunciation does influence students’ speaking confidence, as evidenced by an Asymp. Sig. (2-tailed) value of 0.001 from the Wilcoxon nonparametric test. Since the result is less than 0.05, it can be said that the hypothesis was accepted. Thus, it can be concluded that pronunciation influences students' speaking confidence in class X3 at MAN 2 Soppeng.]]>
<![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]]>; 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[The Students’ Anxiety Factors in Speaking English at SMAN 8 Pinrang ]]>
<![CDATA[Asdar, Nur Aulia]]>;
<![CDATA[Dollah, Syarifuddin]]>;
<![CDATA[Farahdiba, Syarifah]]>
<![CDATA[ Journal of Excellence in English Language Education Vol 4, No 2, April (2025): Journal of Excellence in English Language Education ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris FBS UNM ]]>
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DOI: 10.26858/joeele.v4i2, April.72624
<![CDATA[This research aims (1) to find out the internal factors that cause the students’ anxiety in English speaking classroom, and (2) to find out the external factors that cause the students’ anxiety in English speaking classroom. In this study, the researcher used a qualitative method with a case study approach. Three perceived-anxious students were selected as the subject of this research interview. The data were gathered through interviews and an observation checklist. The result of the study showed two factors, they are internal factors (fear of mistakes, shyness, lack of confidence, lack of motivation) and external factors (embarrassment, limited vocabulary, grammatical errors, friends or classmates, lack of preparation). These findings suggest that the teacher should be more aware of students’ anxiety to raise students’ motivation to speak up confidently and fluently in an English-speaking class. As such, teachers are urged to be fairly creative in devising better techniques that could encourage the students to speak more. Finally, teachers should also provide materials that contribute to students’ vocabularies and confidence, so that the students have a better performance in speaking English in the future.]]>
<![CDATA[Using Duolingo Application to Increase Students’ Vocabulary in the English Learning Process ]]>
<![CDATA[Musdalipa, Musdalipa]]>;
<![CDATA[Farahdiba, Syarifah]]>;
<![CDATA[Asriati, Asriati]]>
<![CDATA[ Journal of Excellence in English Language Education Vol 4, No 3, July (2025): Journal of Excellence in English Language Education ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris FBS UNM ]]>
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DOI: 10.26858/joeele.v4i3, July.76615
<![CDATA[This study aims to assess whether the Duolingo application is effective in increasing students’ vocabulary in the English learning process. A pre-experimental study design using a quantitative method was used. 32 pupils from class VII-1 made up the sample, which was chosen by simple random sampling. Pre- and post-questionnaires were used to collect the data. The null hypothesis (HO) was rejected and the alternative hypothesis (HA) was accepted when the data analysis showed that students' vocabulary increased significantly when they used the Duolingo application, as evidenced by a t-test value smaller than P (0.000 < 0.05). Therefore, it was determined that the Duolingo program at SMP Negeri 10 Bantimurung's class VII-1 efficiently expands students' vocabulary during the English learning process.]]>
<![CDATA[The Influence of Students' Educational Background on Learning Outcomes in English Subjects at MA Pesantren Tarbiyah Takalar ]]>
<![CDATA[Pratiwi, Hedriana]]>;
<![CDATA[Farahdiba, Syarifah]]>;
<![CDATA[G, Hasriani]]>
<![CDATA[ Journal of Excellence in English Language Education Vol 4, No 3, July (2025): Journal of Excellence in English Language Education ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris FBS UNM ]]>
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DOI: 10.26858/joeele.v4i3, July.76605
<![CDATA[This research aims to determine the influence of students' educational background on learning outcomes in English subject. This type of research is ex post facto quantitative research. This research was conducted to determine the causes or reasons for the existence of differences in behavior or status of individual groups. The sample in this research was students of MA Pesantren Tarbiyah Takalar classes Xa and Xb, totaling 45 students. The research instruments used are questionnaires and documentation of learning outcomes. The questionnaires given to students contains 10 questions about educational background and documentation of learning outcomes used to determine students' learning outcomes by looking at the learning outcome report. Data were analyzed using descriptive statistics and inferential statistics. The research results show that ?count = 0,118 and ?????? = 2,016 so ?count < ?????? (0,118 < 2,016) means that there is no influence of students' educational background on learning outcomes in English subject at MA Pesantren Tarbiyah Takalar.]]>
<![CDATA[The Use of Charades Game in Teaching Vocabulary at SMPN 1 Pallangga ]]>
<![CDATA[Bahsyar, Zulhijjah]]>;
<![CDATA[Farahdiba, Syarifah]]>;
<![CDATA[G, Hasriani]]>
<![CDATA[ Journal of Excellence in English Language Education Vol 4, No 3, July (2025): Journal of Excellence in English Language Education ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris FBS UNM ]]>
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DOI: 10.26858/joeele.v4i3, July.76614
<![CDATA[This study aims to determine the effectiveness of charades game in teaching vocabulary at SMP Negeri 1 Pallangga. The research used a pre-experimental method with a one-group pre-test and post-test design. The population were 7th-grade students from the 2024/2025 school year, with class VII.4, consisting of 45 students, chosen through cluster sampling. The instrument used in this study was a vocabulary test with four types of questions: fill in the blank, cloze-gap, definition, and sentence writing, totaling 20 items. The analysis of pre-test and post-test scores showed a significant improvement in students' vocabulary after using the charades game. The t-test result was 13.576, which is higher than the t-table value of 2.015, and the 2-tailed significance was less than alpha (α) 0.001 < 0.05. This means the null hypothesis (H0) is rejected, and the alternative hypothesis (H1) is accepted. In conclusion, the charades game is effective in improving vocabulary skills among students at SMPN 1 Pallangga.]]>
<![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.]]>
