Articles
<![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[Gerakan Komunikasi Dakwah Digital Muhammadiyah di Kalangan Pemuda Milenial di Kelurahan Salaka Kecamatan Pattalassang Kabupaten Takalar ]]>
<![CDATA[Rajuddin, Rajuddin]]>;
<![CDATA[Tahir, Muh.]]>
<![CDATA[ Jurnal Komunikasi dan Organisasi (J-KO) Vol. 4 No. 1 (2022): FEBRUARI ]]>
Publisher : <![CDATA[Program Studi Ilmu Komunikasi, FISIP Unismuh Makassar ]]>
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DOI: 10.26618/jko.v4i1.15830
<![CDATA[Komunikasi merupakan salah satu faktor yang menentukan pencapaian tujuan dalam menyampaikan pesan. Komunikasi dinilai memiliki pengaruh dalam prosesnya dengan berbagai media yang di gunakan termasuk dalam komunikasi dakwah sebagai media dalam menyampaikan pesan agama secara media digital. Berdasarkan hal tersebut, kajian penelitian ini bertujuan mendeskripsikan dan menjelaskan Gerakan Komunikasi Dakwah Digital Muhammadiyah di Kalangan Pemuda Milenial di Kelurahan Salaka Kecamatan Pattalassang Kabupaten Takalar. Penelitian ini menggunakan metode kualitatif untuk mendeskripsikan dan menjelaskan Gerakan Komunikasi Dakwah Digital Muhammadiyah di Kalangan Pemuda Milenial di Kelurahan Salaka Kecamatan Pattalassang Kabupaten Takalar. Data penelitian dikumpul dengan menggunakan instrumen berupa wawanacara dan dokumentasi. Adapun beberapa faktor dari hasil penelitian ini 1. Gerakan Komunikasi Dakwah Digital di jadikan sebagai subjek utama yang harus mampu berperan besar tentu konsep yang kekinian, dakwah para pemuda medsos justru lebih menargetkan dakwahnya pada kalangan muda-mudi tentunya dalam berbagai hal keagamaan termasuk pola perubahan tingkah laku, sikap moral dan mental. 2. Hubungan sosial pesan dakwah digital harus mampu di arahkan oleh pemuda adalah untuk mempengaruhi tiga aspek perubahan diri, yaitu perubahan aspek pengetahuan, Aspek sikap dan aspek prilaku. 3. Strategi dakwah segi sarana dan prasarana dalam hal ini adalah media dakwah yang digunakan harus mengatasnamakan suatu lembaga yang resmi, memperjelas sumber referensi dan membuat konten atau di masukkan dalam media yang di gunakan sehingga dapat di lihat kapan dan di mana saja.]]>
<![CDATA[Reklamasi Lahan Dan Penyediaan Pakan Sapi Potong Melalui Penanaman Tanaman Gamal (Gliricidia maculata) di Desa Dambalo Kecamatan Tomilito Kabupaten Gorontalo Utara ]]>
<![CDATA[Bahri, Syamsul]]>;
<![CDATA[Zainudin, Srisukmawati]]>;
<![CDATA[Ilham, Fahrul]]>;
<![CDATA[Tahir, Muh.]]>
<![CDATA[ Jurnal Pengabdian Masyarakat Teknologi Pertanian Vol 2, No 1 (2023) ]]>
Publisher : <![CDATA[Universitas Negeri Gorontalo ]]>
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<![CDATA[Gamal (Gliricidia maculata) adalah tanaman leguminosa jenis perdu dan masih kerabat polong-polongan yang sering digunakan untuk pakan ternak. Gamal memiliki manfaat sebagai pagar hidup, peneduh tanaman perkebunan (kakao, kopi, teh), sebagai rambatan tanaman, penambat nitrogen yang baik bagi tanaman yang tumbuh di bawahnya, pengendali erosi tanah dan longsor, dapat mematikan gulma yang tumbuh di bawahnya, daun dan rantingnya sebagai mulsa atau pupuk hijau, mengandung banyak protein dan mudah dicerna ternak ruminansia. Hasil pengamatan dan wawancara dengan beberapa warga Desa Dambalo telah melakukan penanaman gamal di sekitar pekarangan rumah maupun di kebun sebagai pagar hidup namun tidak dilakukan dengan baik, tanpa diikuti pemeliharaan dan pemupukan. Tujuan kegiatan pengabdian ini adalah meningkatkan pengetahuan dan keterampilan warga desa di Desa Dambalo Kecamatan Tomilito dalam melakukan budidaya tanaman gamal untuk perbaikan lahan pertanian dan sumber pakan sapi potong dengan lama kegiatan 45 hari. Metode yang digunakan dalam pemberdayaan kelompok mitra sasaran adalah pembelajaran melalui pemberian teori dan simulasi kepada warga desa selanjutnya praktek langsung bersama mahasiswa dan warga desa. Program kegiatan yang telah dilaksanakan adalah program Pelatihan Pengenalan dan Budidaya Tanaman Gamal, Persiapan dan Pengolahan Lahan, Penanaman Gamal, Pemupukan dan Pemeliharaan. Peserta yang terdiri dari beberapa warga desa pilihan yang memiliki mata pencaharian petani peternak. Selama kegiatan penyuluhan, peserta cukup antusias mengikuti setiap tahapan kegiatan ditandai dengan banyaknya pertanyaan dan diskusi cara budidaya gamal dan pemberiannya pada ternak sapi. Stek tanaman gamal yang ditanam telah berhasil tumbuh dan bertunas meskipun belum semuanya dikarenakan cuaca panas dan kekurangan air akibat kemarau yang panjang. Penanganan stek tanaman di awal awal penanaman seperti pembersihan dan penyiraman sekitar tanaman sangat penting sebab perakaran batang dalam tanah belum maksimal dan rawan terganggu oleh gulma dan semak belukar]]>
<![CDATA[THE EXISTENCE OF THE BEAUTY TOWER IN MAINTAINING THE SAFETY AND SECURITY OF SHIPPING ]]>
<![CDATA[Tahir, Muh.]]>;
<![CDATA[Pasanda, Danil]]>;
<![CDATA[Maulana, Arif]]>
<![CDATA[ UNES Law Review Vol. 5 No. 4 (2023) ]]>
Publisher : <![CDATA[Universitas Ekasakti ]]>
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DOI: 10.31933/unesrev.v5i4.493
<![CDATA[The Navigation Assistance Facility (SBNP) is an essential component that affects shipping safety and security, so a study was conducted to find out the role of the light tower guard in shipping and what obstacles were encountered in optimizing the part of the light guard. Normative research techniques to study the laws and regulations related to shipping implementation in Indonesia. The data came from statutes, regulations, expert theory, previous research, and books. The results showed that lighthouse keepers have two main objectives in shipping: assisting ship navigation in determining direction and location, warning ships when there is danger, and supporting shipping safety and security according to standards in SOLAS 1947 and ISM Code in the Shipping Law. The obstacles damaged buildings, electrical networks, installations, and light balloons that endangered shipping. The damage affects the performance of the light tower in determining the direction and location when the ship is sailing]]>
<![CDATA[The Readiness of Elementary School Teacher to Teach English: The Merdeka Curriculum Perspectives ]]>
<![CDATA[Rojuna, Citra Arba]]>;
<![CDATA[Tahir, Muh.]]>;
<![CDATA[G, Hasriani]]>
<![CDATA[ Journal of Excellence in English Language Education Vol 3, No 3, July (2024): Journal of Excellence in English Language Education ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris FBS UNM ]]>
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DOI: 10.26858/joeele.v3i3, July.65712
<![CDATA[This research aims to find out the readiness of elementary school teacher to teach English since Merdeka curriculum has been implemented. The method used in this research is a qualitative descriptive method. The participant in this research were teachers from SDN. No 57 Centre Mangadu who assigned to teach English since Merdeka curriculum has been implemented in elementary school. A teacher was selected as participant by using purposive sampling technique. The instruments used in this research were interview to analyze the data qualitatively and descriptively from the interview transcript and also an observation by using observation checklist to check the consistency between the results of interview and observation. Overall, there are readiness and unreadiness of the teacher to teach English in elementary school since Merdeka curriculum has been implemented. The readiness regarding the teacher in teaching English include 1) the teacher makes thorough preparations before the English teaching and learning process in class, 2) the teacher prepares herself independently to teach English, 3) the teacher studies materials to be taught before the teaching and learning process, 4) the school provides sufficient facilities for learning English, and 5) the teacher experiences difficulties in teaching English but are able to overcome them in various ways, 6) the teacher uses discussion and project methods in learning English carried out by students in groups, and 7) implement inclusive learning in accordance with the Merdeka curriculum policy. Meanwhile, the unreadiness of teacher in teaching English include 1) the teacher assigned to teach English is graduate from primary school teacher education, not English education, 2) the teacher admitted that she did not know a lot of vocabulary and grammar in English and how to pronounce the words correctly, 3) there is no training carried out by the school for teachers assigned to teach English, 4) the teacher only use internet as a medium for learning English, and 5) the Merdeka curriculum is not applied in all classes, 6) mispronunciation comes from the teacher in English learning and teaching process in the class. From these findings, it can be concluded that the teacher is ready to teach English in elementary school as she assigned to because the readiness of the teacher is more dominant than her unreadiness to teach English.]]>
<![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.]]>
<![CDATA[English Teachers’ Challenges in Applying Open-Ended Questions in EFL Classrooms ]]>
<![CDATA[Said, Muhammad Nur Alif]]>;
<![CDATA[Tahir, Muh.]]>;
<![CDATA[Asriati, Asriati]]>
<![CDATA[ Journal of Excellence in English Language Education Vol 5, No 1, January (2026): Journal of Excellence in English Language Education ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris FBS UNM ]]>
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DOI: 10.26858/joeele.v5i1, January.82895
<![CDATA[This study investigates the challenges faced by English teachers in applying open-ended questions in EFL (English as a Foreign Language) classrooms, focusing on a senior high school in Makassar, Indonesia. Open-ended questions are known to promote student engagement, critical thinking, and language fluency. However, despite their pedagogical potential, their practical use remains limited in many EFL contexts. Employing a qualitative descriptive approach, this research gathered data through in-depth interviews with four English teachers at SMA Negeri 11 Makassar. The findings reveal several persistent challenges, including limited class time, students' low confidence in speaking English, lack of teacher training, and curriculum rigidity. These obstacles hinder teachers from using open-ended questions regularly, often causing them to rely on traditional closed-ended questioning methods. The study further highlights how systemic constraints, such as time-bound learning targets and exam-oriented instruction, exacerbate the issue. These findings suggest the urgent need for institutional support, professional development programs, and curriculum flexibility to empower teachers in using open-ended questions more effectively. By exploring the lived experiences of teachers, this study contributes to the growing discourse on questioning strategies in EFL teaching and offers practical insights for improving classroom interaction in Indonesian secondary schools.]]>
