Articles
<![CDATA[THE RELATIONSHIP BETWEEN STUDENTS’ HABITS OF WATCHING MOVIE AND THEIR ENGLISH LISTENING ABILITY ]]>
<![CDATA[Huda, Innayatul]]>;
<![CDATA[Talib, Ahmad]]>;
<![CDATA[Tahir, Muh.]]>
<![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 objective of this study is to find the relationship between students’ habits of watching English movies and their English listening ability. This research is a correlational study using quantitative methods in collecting data from students’ habits of watching English movie and their listening ability. The sample of this study was the students in grade XI (Al-Farisi, Al-Battani, Al-Ghazali) SMA Negeri 13 Pangkep. The instruments used in this study were a questionnaire and a listening ability test. The sample of the research was chosen using simple random sampling, the research took thirty students. Then, tests students’ listening ability by listening to audio and completing the gaps in a dialogue/conversation. The scores from both instruments were calculated and analyzed by using a statistical procedure of Product Moment Correlation to see if there was any relationship between the two variables. The findings showed that there is no relationship, with the index value of the correlation coefficient (rxy) of -0.244. Furthermore, the hypothesis testing showed that (rxy) was much lower than the correlation coefficient of the Product Moment Table (rt). which means that the null hypothesis (Ho) was accepted. In conclusion, there is no significant relationship between students’ habits of watching English movie and their listening ability.]]>
<![CDATA[STUDENTS’ ATTITUDE TOWARDS ENGLISH LANGUAGE LEARNING: A STUDY OF YEAR 9TH STUDENTS OF SMPN 3 LABAKKANG ]]>
<![CDATA[Gunawan, Hendra]]>;
<![CDATA[Korompot, Chairil Anwar]]>;
<![CDATA[Tahir, Muh.]]>
<![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.56780
<![CDATA[This study aims to determine the attitude of the 9th grade students of SMPN 3 Labakkang towards learning English. This study used a mix-method. The variables in this study were English and students' attitudes. The instruments used are questionnaires and interviews. The subjects of this study were year 9th students and English teachers at SMPN 3 Labakkang for the academic year 2022/2023. Sample The questionnaire collected 25 students, and interviewed 5 students and 2 English teachers who were selected through simple random sampling. The results of the questionnaire data analysis showed that students had a relatively positive attitude, with the classification of 14 (56%) students being classified as positive attitude, 8 (32%) students being classified as neutral attitude, and 3 (12%) students being classified as negative attitude. The overall explanation in the interview stated that the students' attitudes that emerged when learning English tended to be positive attitudes and the teacher's perception of these students' attitudes to form students' positive attitudes, it was necessary to apply good teaching techniques and fun materials.]]>
<![CDATA[STUDENTS’ PERCEPTION OF USING TED TALKS IN ENGLISH LISTENING SKILL ]]>
<![CDATA[Erlan, Frerianta]]>;
<![CDATA[Abduh, Amirullah]]>;
<![CDATA[Tahir, Muh.]]>
<![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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DOI: 10.26858/jtechlp.v3i3, Sept.66649
<![CDATA[Listening is the beginning skill in learning a foreign language as people begin to learn a language from how it sounds before learning how it is written, and spoken. Listening skill is about receiving the message from sound, and voice. This research is conducted by the study of students’ perception of the use of TED talks videos in listening skills, to explore students' perception about using TED talks in English listening skills. This study applied qualitative method and the instrument using a questionnaire and an interview. There are 8 questionnaire questions and 11 interview questions were distributed to the participants. The participants who already filled out the questionnaire are 21 participants. The result from respondents through questionnaires and interviews indicates the students have a positive perception toward TED Talk videos to improve their listening skills therefore it could be seen that the listening skills material which was equipped with TED Talk videos as a media can improve listening skills in teaching learning English.]]>
<![CDATA[DEVELOPING ENGLISH SPEAKING THROUGH OME TV ]]>
<![CDATA[Yusuf, Emi Marlina M]]>;
<![CDATA[Talib, Ahmad]]>;
<![CDATA[Tahir, Muh.]]>
<![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.68363
<![CDATA[The objective of this research was to find out this study to determine whether using Ome TV could develop students' speaking skills. This research adapted a pre-experimental design. This research took place at SMAN 3 Makassar. The population of this research was the eleventh-grade students of SMAN 3 Makassar in the academic year 2022-2023. The XI IPA 2 class was selected to be the sample of this research. The research utilized a speaking test administered both as a pretest and a posttest. The results indicated that using Ome TV to develop English-speaking skills was effective. This is evidenced by the mean score of 7.49 on the pretest and 10.9 on the posttest, showing an increase of 45.4% in students' scores.]]>
<![CDATA[STUDENTS' PERCEPTION OF THE USE OF SYAM-OK IN THE LEARNING PROCESS ]]>
<![CDATA[Waliana, Andi Bunga]]>;
<![CDATA[Jabu, Baso]]>;
<![CDATA[Tahir, Muh.]]>
<![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.52964
<![CDATA[Universitas Negeri Makassar is a university that implements bold learning by launching the Open Knowledge System and Application Management Application (SYAM-OK). This study aims to determine students' perceptions of the use of SYAM-OK in learning. Three aspects are measured on student perceptions of using SYAM-OK in learning, namely: Learning Process, Capability (Lecturer Competency), and Learning Effectiveness. Researchers apply a mix of quantitative and qualitative methods to achieve research objectives. The data collected was in the form of a Like questionnaire using Google Forms and interviews. The subjects of this study were students of the English Language Education Study Program class of 2020. The sample for the questionnaire was 60 students and the interviews for 8 students were taken using a voluntary sampling technique. The results of the data analysis showed that (1) students' perceptions about the use of SYAM-OK in learning with the classification of 29% of students classified as very positive, 51% of students classified as positive, and 20% of students classified as neutral and no students had negative and very negative perceptions. (2) The results of interviews with students show that the use of SYAM-OK in learning is positive. Therefore, it can be concluded that students use SYAM-OK in effective learning.]]>
<![CDATA[AN ANALYSIS OF SPEECH ERRORS ON THE TEDX TALKS YOUTUBE CHANNEL ]]>
<![CDATA[Pratiwi, Nur Ulfa]]>;
<![CDATA[Faradiba, Syarifah]]>;
<![CDATA[Tahir, Muh.]]>
<![CDATA[ JTechLP: Journal of Technology in Language Pedagogy Vol 1, No 1, March (2022): JTechLP: Journal of Technology in Language Pedagogy ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/jtechlp.v2i1, March.45564
<![CDATA[The purpose of this research was to describe how often each type of speech error was and the types of speech errors that showed up in TEDx Talks. This study uses a qualitative method. The researchers chose 15 public speakers on TEDx Talks. The sample was selected using purposive sampling. The research instrument is video documentation. The result of the data analysis found, there was found that there are of the 15 videos from TEDx Talks YouTube Channel, there are 3 videos that often do silent pauses, 10 videos that often do fill a pause, there are 10 videos that often repeat, there are 5 videos that often retraced false start, there are 6 videos that often do unretraced false start, there are 3 videos that do corrections, there are 5 videos that often do interjections, there are 2 videos that often do stutters, and there is 1 video that often doses the slip of the tongue. The types of speech errors found in this research based on Clark and Clark’s 1977 theory from the 15 TEDx Talks YouTube Channel videos there are silent pause, filled pause, repeat, retraced false start, unretraced false start, corrections, interjections, stutters, and slip of the tongue.]]>
<![CDATA[ENGLISH DEPARTMENT STUDENTS’ STRATEGIES IN ONLINE LEARNING DURING THE COVID-19 PANDEMIC ]]>
<![CDATA[Hanafie, Dimas Aditya A]]>;
<![CDATA[Korompot, Chairil Anwar]]>;
<![CDATA[Tahir, Muh.]]>
<![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.52952
<![CDATA[This research was a qualitative study using a case study approach. It aimed to find out: (1) the strategies used by the English department students in online learning; and (2) the students’ reasons for choosing the learning strategies in online learning. The instruments used were a questionnaire and an interview. A purposive sampling method was employed to select the participants, and 52 participants were chosen for this study. The results show that most students employ the same strategies for the environment-structuring aspect, as they always make sure that the conditions in which they are having an online lecture are conducive and comfortable enough to support their learning. From the result of the interview, the reasons the students use the strategies for each aspect are that (1) setting goals motivates students to learn and can be guidance in achieving good academic results; (2) a conducive learning environment supports online learning; (3) well-prepared students readiness in learning; (4) managing time is needed due to a lack of time in online classes; (5) seeking help to get a deeper understanding of the materials or instructions; and (6) evaluation helps to find out students lacks and needs in online learning.]]>
<![CDATA[THE IMPLEMENTATION OF A GENRE-BASED APPROACH TO IMPROVE THE ENGLISH GRAMMAR MASTERY OF THE FIRST-GRADE STUDENTS OF SMA NEGERI 3 SIDRAP ]]>
<![CDATA[Js, Nurmulyana]]>;
<![CDATA[Talib, Ahmad]]>;
<![CDATA[Tahir, Muh.]]>
<![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.52959
<![CDATA[The purpose of this study is to find out whether the application of the genre-based approach method improves students' ability to use proper grammar. This study used pre-test and post-test with one class as the subject. The researcher's method of choice was random sampling. There were 34 first-grade students at SMA Negeri 3 Sidrap (X MIPA 1) who were sampled for this study. The researcher informed us about the instruments in the pre-test and post-post using different types of texts. The t-test value of (-10.855) further supported the research findings. The researcher found that the p-value was 0.05 from the t-table of the lesson. This necessitates the use of a genre-based approach to help students with their grammar. In other words, using the genre-based approach method can help first-grade students (X MIPA 1) at SMA Negeri 3 Sidrap improve their grammar skills in terms of proper grammar usage, vocabulary, and comprehensibility.]]>
<![CDATA[THE TRANSLATION QUALITY OF SENIOR HIGH SCHOOL STUDENTS IN TRANSLATING NARRATIVE TEXT ]]>
<![CDATA[Khairiyah, Nabila Ananda]]>;
<![CDATA[Abduh, Amirullah]]>;
<![CDATA[Tahir, Muh.]]>
<![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.60069
<![CDATA[This study aims to determine the quality of the translation of high school students in translating narrative texts. The researcher used a mixed method triangulation research method (quantitative-qualitative). To achieve the research objectives, the data collected is the result of tests and interviews. The subjects of this study were 28 students of class IX of SMAN 6 Maros in class IX of Cross Interests in English. The interviews were given to 7 students who produced high and medium translation quality. The results of this study indicate that the translation quality of students is of very low quality with an average value of 47.46. Only 5 of 28 students produced high-quality translations with a percentage of 100%, 2 of 28 students produced medium-quality translations with a percentage of 68% and 21 of 28 students produced very low-quality translations with a percentage of 33%. Based on the interview results, it can be concluded that 4 factors caused 7 students to produce high and medium-quality translations. The four factors are; a. The factor of interest in English so that it has a lot of known English vocabulary; b. From the habit factor, in this case, the average student likes to listen to English songs and watch films from abroad that use English; c. Some students have studied English outside of school hours so that the student's English proficiency is higher than other students; d. The narrative text that the researcher uses for the test is a text that is very familiar among students because the text is adapted from cardboard films which are liked by almost all people.]]>
<![CDATA[ANALYSIS OF ENGLISH TEACHER TEACHING READINESS TOWARDS THE IMPLEMENTATION OF MERDEKA CURRICULUM AT SD INPRES SAMBUNG JAWA 3 MAKASSAR ]]>
<![CDATA[Balawara, Andi Wulan]]>;
<![CDATA[Muhayyang, Maemuna]]>;
<![CDATA[Tahir, Muh.]]>
<![CDATA[ JTechLP: Journal of Technology in Language Pedagogy Vol 4, No 3, Nov (2025): JTechLP: Journal of Technology in Language Pedagogy ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/jtechlp.v4i3, Nov.78496
<![CDATA[The aim of this research is to examine how prepared English teacher is for implementing the Merdeka Curriculum at SD Inpres Sambung Jawa 3 Makassar, focusing on the aspects of lesson plan, execution of lessons, and assessment of learning English. By using qualitative research with a case study design, the researcher conducted interview and non-˗participatory observation with one English teacher at SD Inpres Sambung Jawa 3 Makassar. The results of analysis show that (a) the English teacher in implementing the Merdeka Curriculum has fulfilled availability of learning planning aspect which includes understanding of the Merdeka Curriculum, preparation of lesson plans/teaching modules, and student-centered learning plans, (b) the teacher has fulfilled the readiness and availability in aspects of learning implementation including use of active teaching methods, flexibility in learning and use of media and learning resources, and (c) the teacher has fulfilled availability of learning assessment which includes initial assessment, formative assessment, and summative assessment. From this research, it can be concluded in some points: readiness in preparing lesson plans: the results of the interviews indicate that teacher have demonstrated good readiness in preparing lesson plans. They understand the importance of learning outcomes and can prepare appropriate materials, the readiness in the implementation of learning plan: the use of self-designed teaching modules and the integration of games into the teaching and learning process serve as evidence that teachers are able to create a creative learning environment that aligns with students’ interests, and the last is the readiness in assessment: the teacher readiness to assess their students is also evident. They understand and apply assessments to final exams. The result of this research shows that the English teacher at SD Inpres Sambung Jawa 3 Makassar, have a well-prepared readiness in all aspect of the Merdeka Curriculum in the learning planning aspect, aspect of learning implementation, & learning assessment.]]>
