Articles
<![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 4, Dec (2023): JTechLP: Journal of Technology in Language Pedagogy ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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<![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[TEACHERS’ PERCEPTION OF SEATING ARRANGEMENT ON STUDENTS' LEARNING CONCENTRATION ]]>
<![CDATA[Rajni, Andi Febrianti]]>;
<![CDATA[Muhayyang, Maemuna]]>;
<![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.56782
<![CDATA[The research aimed to determine the teacher's perception of the seating arrangement in student learning concentration. This research has subject were 3 english teacher who teach at SMPN 27 Makassar. This type of research is designed as qualitative descriptive research. The subjects were chosen by using a purposive technique. Data collected from interviews. The data obtained has been processed in several ways: data reduction, presentation, conclusion, and verification. Based on the result of the study, teachers' perceptions are divided into positive and negative perceptions. Positive perceptions include ease of application and the independent curriculum, helping understand the character and learning styles, the excellent and effective seating arrangement in learning English and understanding the ability to learn comprehension. Negative perceptions include a lack of learning concentration, limited capability to catch power, a lack of clear understanding of the material, and harmful influences that affect learning concentration. Based on the study's results, the teacher's perception equally dominates between positive and negative perceptions. Seating arrangements are, in fact, very influential on student learning concentration.]]>
<![CDATA[ANALYZING THE LEARNING STYLES OF SECOND-YEAR STUDENTS OF SMAN 6 SOPPENG IN LEARNING ENGLISH ]]>
<![CDATA[Rahmah, Sakinah Aulia]]>;
<![CDATA[Talib, Ahmad]]>;
<![CDATA[Ariyani, Amra]]>
<![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.68360
<![CDATA[This research aimed to determine the Learning Styles of Second-Year Students of SMAN 6 Soppeng and the Impact of Using the Learning Styles of Second-year Students of SMAN 6 Soppeng in Learning English. The method used in this research was a mixed method (QUAN-qual). The participants in this research were students of class XI Mia 1 SMAN 6 Soppeng. This class was selected as participants using purposive sampling techniques. The instruments used in this research were a questionnaire using Skala Likert techniques to determine the learning styles used by second-year students of SMA 6 Soppeng in learning English and interview questions to determine the impact of using learning styles by the second-year students on learning English. Based on the data results of the questionnaire as quantitative analysis, data obtained from as 59% of students are auditory learners, 27.9% are visual learners, and the least used learning style is kinesthetic learning style which only 13.11%, which means students in 11th grade of SMAN 6 Soppeng predominantly use auditory learning styles. As for the impact of learning styles experienced by students, they had experienced both of positive and negative impact of using learning styles in learning English.]]>
<![CDATA[USING DUOCARDS APPLICATION IN IMPROVING STUDENTS’ VOCABULARY MASTERY ]]>
<![CDATA[Yusuf, Andi Muallimah]]>;
<![CDATA[Ariyani, Amra]]>;
<![CDATA[Korompot, Chairil Anwar]]>
<![CDATA[ JTechLP: Journal of Technology in Language Pedagogy Vol 3, No 3, Nov (2024): JTechLP: Journal of Technology in Language Pedagogy ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/jtechlp.v4i1, March.71642
<![CDATA[Meaning, spelling, pronunciation, word classes, and word use are the five main focus areas of this study as it explores how students might use the Duocards application to increase their vocabulary mastery. Fourteen eighth-grade students from SMP Negeri SATAP Sering in Soppeng, South Sulawesi, selected by cluster random sampling, participated in this study using a pre-experimental design. To collect data, vocabulary tests were given as pretests and posttests. SPSS 26 was then used for analysis. The average pretest score increased from 37.71 to 73.78 in the posttest, indicating a considerable improvement in the students’ vocabulary competence, according to the data. Furthermore, the null hypothesis (H0) was rejected, and the alternative hypothesis (H1) was accepted because the two-tailed significance value was 0.000, less than 0.005. These findings suggest that the Duocards application has improved the students’ vocabulary mastery.]]>
<![CDATA[STUDENTS' RESPONSES TO THE IMPLEMENTATION OF FUN ENGLISH LEARNING STRATEGIES AT SMP IT DARURRAHMAN MAKASSAR ]]>
<![CDATA[Hidayah, Nur]]>;
<![CDATA[Atmowardoyo, Haryanto]]>;
<![CDATA[Ariyani, Amra]]>
<![CDATA[ JTechLP: Journal of Technology in Language Pedagogy Vol 3, No 3, Nov (2024): JTechLP: Journal of Technology in Language Pedagogy ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/jtechlp.v4i1, March.71638
<![CDATA[This research aims to explore students' responses to using fun English learning strategies at the junior high school level. The method used in this research is field note observation and interviews with students to determine their perceptions regarding the effectiveness and attractiveness of this learning method. The findings of this research indicate that the majority of students gave positive responses to the fun learning approach. They feel more motivated and actively involved and enjoy the interactive and varied learning process. Students report that this method helps them remember new vocabulary more easily and understand English concepts better. However, some students acknowledged the challenges of retaining learned knowledge over the long term without adequate extension. Creative and innovative teachers play an important role in the success of this method, with interesting and interactive teaching variations. In conclusion, the Fun English Learning Strategy proved to be effective in increasing students' motivation and engagement in English learning, although additional strategies are needed to ensure better knowledge retention. This research provides insight for educators and researchers in developing more effective and enjoyable English teaching methods in the future.]]>
<![CDATA[INCORPORATING THE EDPUZZLE INTERACTIVE VIDEO PLATFORM TO IMPROVE STUDENTS’ LISTENING ABILITY ]]>
<![CDATA[Nursyanti, Nursyanti]]>;
<![CDATA[Munir, Munir]]>;
<![CDATA[Ariyani, Amra]]>
<![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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DOI: 10.26858/jtechlp.v4i2, June.73911
<![CDATA[This research aims to assess the effectiveness of the Edpuzzle interactive video platform in enhancing the listening abilities of the seventh-grade students of SMPN 1 Sungguminasa. The objective is derived from the issue identified subsequent to the pre-survey, which revealed that the students' listening scores were below the standard. The researcher used the Classroom Action Research (CAR), comprising two cycles, each involving four steps: planning, action, observation, and reflection. Data collection involved observations, pre-tests, post-tests, student feedback and documentation. The researcher chose 38 students of the seventh-grade students of SMPN 1 Sungguminasa. The researchers introduced EdPuzzle, an e-learning platform, to the students. Before the study commenced, both researchers and students practiced using it and shared the first and second-cycle test outcomes via a WhatsApp group. The findings indicated that EdPuzzle positively impacted the listening skills of the seventh-grade students of SMPN 1 Sungguminasa. This was evident in the average test score increase from the post-tests, showing a rise of 20% in cycle 1 and 71% in cycle II.]]>
<![CDATA[AN ANALYSIS OF TEACHERS’ STRATEGIES IN TEACHING READING COMPREHENSION ]]>
<![CDATA[Ulfa, Andi Afifatul]]>;
<![CDATA[Jabu, Baso]]>;
<![CDATA[Ariyani, Amra]]>
<![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.52970
<![CDATA[The purpose of this research is to analyze the strategies used by teachers to teach reading comprehension and the factors that influence teachers in choosing strategies for teaching reading comprehension. The subjects of this study were English teachers at SMPN 9 Makassar. This type of research is designed as qualitative descriptive research. To collect data in research, the researcher uses interviews. The data obtained have been processed in several ways, the first is data reduction, data display, and conclusion drawing. The results of the research found that the strategies used by teachers in teaching understanding were Scaffolding, Reciprocal Teaching, and QARs (Question-Answer Relationships). In choosing a strategy to teach reading comprehension, researchers found three factors that influence teachers in choosing teaching strategies, namely characteristics of students, teaching materials, and the teacher's knowledge of the strategy to be used.]]>
<![CDATA[STUDENTS’ PERCEPTION ON THE USE OF SHORT MOVIE IN LEARNING VOCABULARY AT SMP NEGERI 40 MAKASSAR ]]>
<![CDATA[Setyani, Aini Titah]]>;
<![CDATA[Ariyani, Amra]]>;
<![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.52967
<![CDATA[This study aims to determine students' perceptions of the use of short movies in learning vocabulary. The population of this study was students in grade 9 at SMP Negeri 40 Makassar using a purposive sampling technique of 15 students as the sample in this research. This study used descriptive qualitative the researcher used the interview as an instrument. The results of the data show that students have a positive perception of the use of short movies in learning vocabulary. This research is evident from the results of the interviews where they expressed their enthusiasm when watching an English Short Movie. This research also shows the development of students at SMP Negeri 40 Makassar, especially in vocabulary learning.]]>
<![CDATA[THE IMPLEMENTATION OF MERDEKA CURRICULUM IN LEARNING ENGLISH AT MTSN 1 MAKASSAR ]]>
<![CDATA[Putri, Nurkadri Raja]]>;
<![CDATA[Ariyani, Amra]]>;
<![CDATA[Fauzan, Muh. Miftah]]>
<![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.76787
<![CDATA[This research aims to find out the implementation of the Merdeka Curriculum in English language learning at school. The method used is descriptive qualitative with data collection techniques through observation and interviews. The research subjects consisted of two English teachers from MTsN 1 Makassar who were selected using purposive sampling. Based on the 3 stages of the research, the results show that, (1) Planning: Teachers prepare learning outcomes, flow of learning objectives, criteria for achieving objectives, learning modules, semester and annual programs, and analyze the Merdeka curriculum assessment system. Assessments encompass knowledge (oral tests and assignments), attitudes (observations), and skills (performance-based evaluations such as presentations and discussions). While both teachers showed good planning efforts, one demonstrated more thorough preparation than the other; (2) Implementation: Challenges include limited lesson hours for English. Despite this, students actively engaged in learning activities, such as quizzes and discussions, showing mastery of the material. Among the teachers observed, one (class VIII teacher) excelled in implementing the curriculum in alignment with the Pancasila profile; and (3) Evaluation: Teachers conduct formative and summative assessments effectively, fostering increased student activity and class participation. Merdeka Curriculum provides flexibility in teaching, allowing teachers to adapt materials according to student needs. Observations showed that teachers implemented an interactive learning approach, while interviews revealed the challenges and strategies faced in implementing the curriculum. This study concludes that despite the challenges, implementing the Merdeka Curriculum can increase student engagement in English language learning.]]>
<![CDATA[THE USE OF BOARD RACE GAME AS AN ALTERNATIVE STRATEGY IN MASTERING VOCABULARY ]]>
<![CDATA[Muhaimin, Ahmad]]>;
<![CDATA[Samtidar, Samtidar]]>;
<![CDATA[Ariyani, Amra]]>
<![CDATA[ JTechLP: Journal of Technology in Language Pedagogy Vol 2, No 2, July (2023): JTechLP: Journal of Technology in Language Pedagogy ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/jtechlp.v3i1, March.60093
<![CDATA[This study aims to determine the use of the Board Race Game as an alternative strategy to improve students' vocabulary mastery in learning English. This study used a pre-experimental approach with a total sample of 33 students of class VIII A at SMPN 4 Sungguminasa. In this study, data collection was carried out by conducting pre-test and post-test. The results of the data analysis showed that the use of the Board Race Game as an alternative strategy can improve students' vocabulary mastery. This can be proven by the t-test value lower than P (0.000 < 0.05) which means that H0 of this study is rejected and H1 is accepted. So, it can be concluded that the use of Board Race Game can improve students' vocabulary in class VIII A at SMPN 4 Sungguminasa.]]>
