Articles
A COMPARATIVE STUDY BETWEEN EXTROVERTED AND INTROVERTED PERSONALITIES ON SPEAKING SKILL (A STUDY OF YEAR 11 STUDENTS)
Nurinayah Magfirah;
Syarifuddin Dollah;
Munir Munir
JTechLP: Journal of Technology in Language Pedagogy Vol 1, No 3, Sept (2022): JTechLP: Journal of Technology in Language Pedagogy
Publisher : Universitas Negeri Makassar
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (756.767 KB)
This study aimed to (1) find out whether there is any difference significantly between extrovert and introvert students in speaking skill, (2) to know who are better in speaking between extrovert and introvert students. This study was descriptive quantitative research. This study used the ex post facto design also known as causal comparative design. In the data collection, used two instruments, there were questionnaire and speaking test. The population of this study was 194 with the total sample was 28 students. The study used two instruments, the questionnaire designed by Eysenck Personality Inventory (EPI) and speaking test. The scoring using rubric designed from Heaton 1988. The result of the study showed that there are 6 students categorized as extrovert and 22 students as introvert. The result of the independent sample “t” test showed that the value of the significance was 0.91. 0.91> 0.05. It meant that there is statistically significant difference between extrovert group and introvert. The total mean of introvert students was higher than extrovert 72.45 > 58.83. It meant that the introvert students at SMAN 6 Gowa better in speaking skill than extrovert students.
THE PROBLEMS AND STRATEGIES OF ENGLISH EDUCATION STUDENTS DEALING WITH ONLINE LEARNING IN EXTENSIVE READING SUBJECT
Rahmat Hidayat;
Syarifuddin Dollah;
Amra Ariyani
JTechLP: Journal of Technology in Language Pedagogy Vol 1, No 4, Dec (2022): JTechLP: Journal of Technology in Language Pedagogy
Publisher : Universitas Negeri Makassar
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
This study aims to describe the problems and strategies of English education students dealing with online learning in the extensive reading subject. The researchers apply a qualitative method. To achieve the research objectives, the data collected were in the form of interviews. The population of this study was English Education students academic 2021/2022. The results of the data analysis show that the problem is about the effectiveness of extensive reading subjects in online learning, network availability, learning media, learning method, learning interest, social interaction, and material provided. The strategies related to methods, materials, the use of media, and student interest.
IMPROVING STUDENTS’ ENGLISH SPEAKING SKILL THROUGH STORY COMPLETION TECHNIQUE IN THE SECOND GRADE OF MADRASAH ALIYAH PONDOK PESANTREN DARUL ARQAM MUHAMMADIYAH GOMBARA MAKASSAR
Ainun Ainun;
Syarifuddin Dollah;
Maemuna Muhayyang
JTechLP: Journal of Technology in Language Pedagogy Vol 2, No 1, March (2023): JTechLP: Journal of Technology in Language Pedagogy
Publisher : Universitas Negeri Makassar
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
The research aimed to examine the effectiveness of story completion strategies in boosting the speaking abilities of students enrolled in Darul Arqam Islamic Boarding School Muhammadiyah Gombara Makassar. The Story Completion Technique served as the independent variable in this study, while the students' speaking abilities served as the dependent variable. The population of this study consisted of 117 students from class XI Darul Arqam Islamic Boarding School Muhammadiyah Gombara Makassar. The research sample consisted of 21 students from XI-IPA 2 as the experimental class and 21 students from XI-IPA 1 as the control class using purposive sampling. Researchers conducted pre-test and post-test to measure students' abilities. The data showed that there is a significant difference between the experimental class and the control class. The mean score of the pre-test of the experimental class students was (3.03) and the post-test (3.61) so the experimental class had a higher improvement than the control class with the results of the pre-test (2.93) and post-test was (3,16). Based on the results of research using story completion techniques can improve students' speaking skills which has proven the data. This makes students force themselves to be more creative and think critically to complete the story.
FEMALE ENGLISH STUDENTS (FES) LANGUAGE LEARNING STRATEGIES IN THE DIGITAL ERA
Sulistiana Ulpa;
Syarifuddin Dollah;
Samtidar Samtidar
JTechLP: Journal of Technology in Language Pedagogy Vol 2, No 2, June (2023): JTechLP: Journal of Technology in Language Pedagogy
Publisher : Universitas Negeri Makassar
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
The objective of this research was to find out what strategies female English students utilize in their English learning in the digital era by using ICT namely technology tools and social media applications. This research took place at the State University of Makassar, Faculty of Language and Literature. The participants of this research were female students of the English Education Study Program class 2021. The researcher used a case study qualitative method with a purposive sampling technique to select the participants. The instrument of this research was questionnaire and interview. Based on the result of the questionnaire and interview, The researcher found that female English students’ strategies for improving their listening skills were watching Western movies, watching video gaming on YouTube, watching English lesson videos, watching TikTok content from native speakers/foreigners, listening to English song, and doing listening exercises; in improving their speaking skills were speaking English with friends by chatting, watching western movies then practice it, watching English lesson videos, watching English videos on TikTok from overseas content creator and learning vocabulary; in improving their reading skill were reading online comics, reading e-books/articles in English, reading movie subtitles, and reading captions and comments on Twitter; in improving their writing skills were doing essay writing assignments, writing social media status, chatting on WhatsApp, and practice writing on Grammarly.
STUDENTS’ PROBLEMS AND STRATEGIES IN LEARNING SPEAKING SKILLS
Azizah, Geby;
Dollah, Syarifuddin;
Korompot, Chairil Anwar
JTechLP: Journal of Technology in Language Pedagogy Vol 2, No 1, March (2023): JTechLP: Journal of Technology in Language Pedagogy
Publisher : Universitas Negeri Makassar
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.26858/jtechlp.v2i4, Dec.56790
This study aims to find out what problems students face in learning speaking skills as researchers found several problems faced by students, one of which is the problem mentioned is a sense of insecurity because they feel uncomfortable when speaking English in front of many people, then the next problem is worried about making mistakes because they find it difficult to pronounce words in English, and also find it still difficult to string good and correct words in English and there are several strategies put forward by students to overcome the problem of difficulty speaking English in their environment, here are some of the strategies they provide to solve the problem of difficulty speaking English. Students said that they think teachers should provide vocabulary that is easy for students to memorize, and students also said that teachers should use English more often during English lessons so that students get used to it and teachers should use English more often during English lessons so that students get used to it. Other students also said that they have a special strategy, namely inviting their friends to learn English together so that they get used to the pronunciation, there is no embarrassment when they have to speak English in class and also said that during English learning, they should practice speaking more. While other students also have strategies that are almost the same as other students, namely students must memorize more vocabulary so that they are no longer afraid to arrange words in English. This research took place at SMA NEGERI 1 KAROSSA, Mamuju Tengah, Sulawesi Barat. The participants of this study were students of class X/1. The researcher used descriptive qualitative method with purposive sampling technique to select the participants. The instrument of this research was interview. Based on the results of interviews and observations, the researcher found that students have problems in learning speaking in class and not a few of them have strategies but are not conveyed and cannot apply them to overcome the problems they face. Furthermore, the researcher concluded that the application of strategies given by students can improve and help students to improve their speaking skills.
IMPROVING STUDENTS’ SPEAKING ENGLISH PERFORMANCE BY UTILIZING YOUTUBE TED TALK VIDEOS
Faiqah, Afifah;
Dollah, Syarifuddin;
Amin, Fatimah Hidayahni;
Adys, Himala Praptami
JTechLP: Journal of Technology in Language Pedagogy Vol 2, No 3, Nov (2023): JTechLP: Journal of Technology in Language Pedagogy
Publisher : Universitas Negeri Makassar
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.26858/jtechlp.v3i2, June.63174
This research is to (1) determine how using TED Talks videos affects students' public speaking performances and (2) ascertain how students view TED Talks videos in the context of English classes, where they are utilized as a teaching tool for public speaking. This study employed a quantitative, quasi-experimental research strategy. First-year MA DDI Lilbanat Parepare students made up the study's population. A basic random selection group of 16 students for the experimental group and 17 students for the control group was used in the study. While the control group employed traditional teaching methods (textbook-centered method), the experimental group received therapy via YouTube TED Talk videos. Pre- and post-tests were used in this study to gather data, and a questionnaire was used to find out how students felt about the YouTube TED Talk video. The analysis of the gathered data was done with SPSS version 26. The average speaking score for the experimental group was 45 on the first exam and 53 on the second, according to the data analysis results. In contrast, the control group's average speaking score on the first and final exams was 40 and 41, respectively. In the post-test fort test, the t-value (8.345) is greater than its t-table value (2.219), and the p-values for the experimental and control groups were both less than α (0.000 < 0.05) and control groups (0.041 < 0.05). This means the null hypothesis was rejected and the alternative hypothesis accepted. This indicates that YouTube TED Talks videos affect students speaking performance. In addition, the perception of the students, obtained through the questionnaire showed that they had a positive view of the YouTube TED Talk Video.
TEACHER-ADAPTED MATERIALS IN TEACHING ENGLISH AT A SECONDARY SCHOOL
Saputri, Yusyfiyah Adinda;
Dollah, Syarifuddin;
Muhalim, Muhalim
JTechLP: Journal of Technology in Language Pedagogy Vol 3, No 1, March (2024): JTechLP: Journal of Technology in Language Pedagogy
Publisher : Universitas Negeri Makassar
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.26858/jtechlp.v3i3, Sept.66656
This study aims to find out why teachers adapted materials in teaching English at secondary school and how teachers adapted the materials. The researcher applied a case study qualitative method. To achieve the research objectives, the data were collected by comparing documents and interviews. English teachers of MAN 2 Makassar who were using adapted materials, implementing the Merdeka Curriculum, and teaching in grades X and XI served as the study’s subject. The result of this study showed that: (1) The reasons teachers adapted the materials are the students’ condition which is more complex nowadays, the unsuitability of existing materials to students’ English proficiency, and the limitation of time allocation. (2) The first teacher applied adding, modifying, reordering, and simplifying, while the second teacher applied deleting and simplifying in adapting the existing materials.
USING DUOLINGO APPLICATION TO IMPROVE ENGLISH VOCABULARY MASTERY OF THE JUNIOR HIGH SCHOOL STUDENTS
Putri, Al-khaerunissa;
Dollah, Syarifuddin;
Korompot, Chairil Anwar
JTechLP: Journal of Technology in Language Pedagogy Vol 4, No 1, March (2025): JTechLP: Journal of Technology in Language Pedagogy
Publisher : Universitas Negeri Makassar
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.26858/jtechlp.v4i2, June.73908
This research aimed to evaluate the effectiveness of the Duolingo application in enhancing English vocabulary mastery among junior high school students and to assess their perceptions of the application after using it. The study adopted a quantitative approach, employing a cluster random sampling method and a pre-experimental design. The participants consisted of 22 students from grade 8B at SMP Negeri 3 Mare in Bone Regency, South Sulawesi. Data were obtained through pretests, posttests, and questionnaires that explored students' opinions about Duolingo. A t-test analysis with a significance level of 0.05 revealed a probability value (sig. 2-tailed) of 0.000, which was lower than the threshold. This led to the rejection of the null hypothesis (H0) and acceptance of the alternative hypothesis (H1). The findings concluded that the Duolingo application significantly improves students' vocabulary mastery. Furthermore, students' perceptions of the application were predominantly positive, with most respondents agreeing or strongly agreeing with the statements in the questionnaire.
THE USE OF TIKTOK APPLICATION AS AN ONLINE ENGLISH LEARNING MEDIUM TO IMPROVE STUDENTS’ VOCABULARY MASTERY AT SMA KATOLIK MESSAWA
Sari, Wiwin Novita;
Dollah, Syarifuddin;
G, Hasriani
JTechLP: Journal of Technology in Language Pedagogy Vol 2, No 1, March (2023): JTechLP: Journal of Technology in Language Pedagogy
Publisher : Universitas Negeri Makassar
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.26858/jtechlp.v2i4, Dec.56785
The purpose of this research is to find out whether the use of TikTok Application as online English learning medium can improve students’ vocabulary mastery and to find out students’ perception of the use of TikTok Application in learning English vocabulary. This research was conducted at SMA Katolik Messawa. The population in this study were students of class X IPA SMA Katolik Messawa. The researcher used a purposive random sampling technique for class X IPA as the sample in this study. This study used a pre-experimental one group pretest posttest design method. The instrument used by the researcher is a vocabulary test and a questionnaire. Then several treatments were carried out and at the end of the meeting a vocabulary test was again carried out. Based on the results of the average calculation, it is known that the use of TikTok Application can improve students' vocabulary mastery, where the mean posttest is greater than the mean of pretest. Then the researcher concluded that the use of TikTok Application can improve students' vocabulary mastery. Students perceived the use of TikTok Application in learning English vocabulary quite positively. Their perceptions to the twelve statement items were dominated by positive responses, they surely have positive thoughts about the use of TikTok Application to improve their vocabulary mastery.
THE USE OF THE READ, ENCODE, ANNOTATE AND PONDER (REAP) STRATEGY TO IMPROVE STUDENTS’ READING COMPREHENSION
Syafina, Syafina;
Aeni, Nur;
Dollah, Syarifuddin
JTechLP: Journal of Technology in Language Pedagogy Vol 1, No 3, Nov (2022): JTechLP: Journal of Technology in Language Pedagogy
Publisher : Universitas Negeri Makassar
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.26858/jtechlp.v2i3, Sept.52960
This study intends to determine whether or not the use of the REAP strategy is effective in improving students’ reading comprehension that focuses on literal and inferential level. The researcher used a pre-experimental design with one group for the pre-test and post-test and used the multiple-choice reading question as the instrument about narrative text for the pre-test, treatment, and post-test. The sample in this research was class IX.9 of SMP Negeri 9 Makassar. The findings from this study showed that the mean score of pre-tests was 60.89 and post-test was 76.07. This means that there was an increase in score after receiving treatment and based on the paired sample test the sig (2-tailed) is 0.00 < 0.05, it can be concluded that the use of read, encode, annotate and ponder (REAP) strategy is effective to improve students’ reading comprehension.