Articles
TEACHER’S PERCEPTION ON THE USE OF ENGLISH-INDONESIAN CODE SWITCHING IN TEACHING
Yaqub AR, Atiqah Fajriyani;
Korompot, Chairil Anwar;
Sakkir, Geminastiti
JTechLP: Journal of Technology in Language Pedagogy Vol 3, No 3, Nov (2024): JTechLP: Journal of Technology in Language Pedagogy
Publisher : Universitas Negeri Makassar
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DOI: 10.26858/jtechlp.v4i1, March.71650
This study aims to assess how teacher’s perception the utilization of English-Indonesian code-switching at SMP Unggulan Darussalam Barandasi. There 1 English teacher participated in this study. This study is a qualitative descriptive study that uses observation and interviews as data collection techniques. This study uses two theories, namely, linguistic theory and sociolinguistic theory. Based on the findings, the data shows that there are 3 stages in finding the effectiveness of language use during the learning process, namely: language use (context of use, type of code switching, purpose, strategy), effectiveness of using code switching (contextual appropriateness, skill level, learning evaluation) and students understanding (conceptual understanding, ability to identify and strategy) and there is a comparison of teachers. The teacher considers it an effective teaching strategy to bridge the gap in understanding, especially for beginner students. Teachers agree that the use of code-switching must be done in a balanced way so as not to reduce the quality of English exposure.
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
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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.
EXPLORING STUDENTS' PERCEPTION OF QUESTIONING STRATEGIES USED BY ENGLISH TEACHERS IN THE CLASSROOM AT SMPN 27 MAKASSAR
Khatimah, Husnul;
Korompot, Chairil Anwar;
Aeni, Nur
JTechLP: Journal of Technology in Language Pedagogy Vol 4, No 2, June (2025): JTechLP: Journal of Technology in Language Pedagogy
Publisher : Universitas Negeri Makassar
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DOI: 10.26858/jtechlp.v4i2, June.73905
This study focuses on students' perceptions of the questioning strategies employed by English teachers at SMPN 27 Makassar. Using qualitative methods, including observation and interviews with 20 students from two different classes, the research examines how students' perceptions influence their understanding, classroom engagement, and critical thinking. The findings indicate that most students hold a positive perception of the questioning strategies used by their teachers. They believe that these strategies help enhance their understanding of the material, foster deeper thinking, and encourage active participation in discussions. Students appreciate questions that require in-depth explanations and those that challenge them to connect new concepts with previously learned material. Many students also noted that the relevance of questions to the lesson content contributed to a more structured and focused learning experience. However, some students expressed the need for more time to think before answering more complex questions, highlighting the importance of pacing in effective questioning techniques. Despite occasional nervousness, students generally found the questioning process motivating, as it increased their confidence in responding and engaging with the class. The variety of questioning strategies used also created an inclusive learning environment, allowing students to feel comfortable and encouraged. Overall, students' positive perceptions underscore the importance of well-implemented questioning strategies in promoting a more interactive and productive learning environment.
USING STUDENT-CENTERED LEARNING METHOD IN IMPROVING STUDENTS’ GRAMMAR ABILITY
Reski, Ade Ervina;
Korompot, Chairil Anwar;
Muhayyang, Maemuna
JTechLP: Journal of Technology in Language Pedagogy Vol 2, No 2, July (2023): JTechLP: Journal of Technology in Language Pedagogy
Publisher : Universitas Negeri Makassar
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DOI: 10.26858/jtechlp.v3i1, March.60079
This research aimed to find out whether using the SCL method is effective in improving students’ grammar ability or not. The researcher used a one-shot case study as the research design with treatment and post-test which consisted of 30 multiple-choice grammar tests. This research was conducted at SMA Negeri 19 Gowa in the eleventh grade with a total population of 214 students. The sample was Class XI IIS 2 with a total of 34 students selected using random sampling technique. The research data was analyzed quantitatively using a paired sample t-test. The mean score of the pre-test was 68.80 and the post-test was 84.80. The data showed the increased score after the sample received treatment and based on the sig. value (2-tailed) was 0.00 < 0.05. It can be concluded that using student-centered learning was effective in improving students’ grammar ability.
EXPLORING STUDENTS’ SKILL IN WRITING DESCRIPTIVE TEXT
Yahya, Anisa Mujahidah;
Noni, Nurdin;
Korompot, Chairil Anwar
JTechLP: Journal of Technology in Language Pedagogy Vol 4, No 2, July (2025): JTechLP: Journal of Technology in Language Pedagogy
Publisher : Universitas Negeri Makassar
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DOI: 10.26858/jtechlp.v4i3, Sept.76785
This study focuses on students’ skills in writing descriptive text and factors influencing students’ skills in writing descriptive text for year 11 students at MA Sehati Maros. The research questions are: What is the level of students' skills in writing descriptive texts; and What are the factors influencing students' skills in writing descriptive texts? The objective of this research was to find out the extent of students' skills for writing descriptive texts and to find out the factors that influence the students’ skills for writing descriptive texts. The researcher used quantitative research, especially descriptive methods and a questionnaire in the research design. The population of the study was year eleven students at Madrasah Aliyah Sehati Maros. The data from descriptive methods and the questionnaire were collected and analyzed with a rubric and a Likert scale. Findings and Discussions, the research concluded that the level of students’ skills in writing descriptive text is beginner, and the factors influencing students’ skills in writing descriptive text are interest score was 71, talent 70, school 70, family 69, environment 66, and motivation 52. It means from the five factors; interest is a factor that influence students’ skill in writing descriptive text.
ENRICHING STUDENTS’ SPEAKING ABILITY THROUGH FOCUS GROUP DISCUSSION TECHNIQUE
Magfirah, Nadila Ayu;
Salija, Kisman;
Korompot, Chairil Anwar
JTechLP: Journal of Technology in Language Pedagogy Vol 1, No 3, Nov (2022): JTechLP: Journal of Technology in Language Pedagogy
Publisher : Universitas Negeri Makassar
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DOI: 10.26858/jtechlp.v2i3, Sept.52951
This research aimed to investigate whether focus group discussion enriches students’ speaking abilities. This research was conducted using pre-experimental research, with 40 students in the eleventh grade (second grade of senior high school) participating in this research. The result of this research was obtained from two tests (pre-test and post-test). The pre-test revealed that there were 36 students classified as very poor and 4 students classified as fair. The post-test showed that only 15 students were classified as very poor, 12 were classified as poor, 6 were classified as fair, 3 were classified as fairly good, and 4 were classified as good. In addition, the mean score from the pre-test (24.90) to the post-test (51.40) improved. The findings of this study showed that focus group discussions could enrich students’ speaking abilities. Therefore, the focus group discussion technique, which has been widely used in the world of work and organizations, has also proven to be a good method of teaching English, especially speaking.
DIFFICULTIES IN SPEAKING ENGLISH EXPERIENCED BY NON-ENGLISH MAJOR STUDENTS
Arifin, Muhammad Zainal;
Muhayyang, Maemuna;
Korompot, Chairil Anwar
JTechLP: Journal of Technology in Language Pedagogy Vol 3, No 1, March (2024): JTechLP: Journal of Technology in Language Pedagogy
Publisher : Universitas Negeri Makassar
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DOI: 10.26858/jtechlp.v3i3, Sept.66659
This research aims to discover the factors and ways students overcome difficulties in speaking English in non-English major students. This study used a descriptive qualitative research method, and the variables in this study are the factors of difficulty in speaking English and also how students overcome these difficulty factors. The subjects of this study were students from non-English major students, namely in the Indonesian Languages and Literature Education study program in 2023, with as many as 3 participants. The data of this study were obtained by conducting direct interview guidelines. The data analysis technique used is the interactive model of Miles, Huberman, and Saldana, including data condensation, data presentation (data display), and conclusions drawn. Based on the analysis, the results of the study show that non-English major students face difficulties in learning English due to challenges in vocabulary, grammar, pronunciation, fear, and lack of confidence. Overcoming these barriers requires a combination of strategies, such as utilizing online resources, practicing pronunciation, building confidence, and seeking support from peers and mentors. By adopting proactive measures and embracing a growth mindset, students can improve their English skills and overcome speaking difficulties effectively.
THE USE OF MIND MAPPING TECHNIQUE IN WRITING DESCRIPTIVE TEXT
Sakkir, Rini Isnaeni;
Korompot, Chairil Anwar;
Sofyan, Ryan Rayhana
JTechLP: Journal of Technology in Language Pedagogy Vol 1, No 2, July (2022): JTechLP: Journal of Technology in Language Pedagogy
Publisher : Universitas Negeri Makassar
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DOI: 10.26858/jtechlp.v2i2, June.47347
This study is a pre-experimental research that aims to find out the use of mind mapping to improve students’ writing skills. The participants were the students of VIII-3 MTsN 2 Makassar for the academic year 2021/2022 with as many as twenty-two students. Cluster random sampling was used as the way of selecting the sample and a writing test (descriptive text) was administered as the way of collecting data. The result showed that the score of students’ writing skill tests was improving after conducting mind mapping in the writing class. The mean score of students’ writing tests before and after applying the mind mapping technique improved (53.18 to 75.27). It means that the student’s writing skills can be improved by using mind mapping as a teaching strategy in writing class.
INSPIRING TEACHERS FROM THE SPECTACLES OF STUDENTS AT MAN 1 BARRU
Azizah, Nur Wafiq;
Samtidar, Samtidar;
Korompot, Chairil Anwar
JTechLP: Journal of Technology in Language Pedagogy Vol 3, No 1, March (2024): JTechLP: Journal of Technology in Language Pedagogy
Publisher : Universitas Negeri Makassar
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DOI: 10.26858/jtechlp.v3i3, Sept.66654
This research aimed to identify the characteristics of Inspiring Teachers in the Spectacles of Students. This research used a quantitative method. The sample in this research were students of class X.1 and XI MIPA 1 Madrasah Aliyah Negeri 1 Barru. This class was selected as participants using cluster random sampling techniques. This research instrument used a questionnaire using Skala Likert techniques to determine the characteristics of Inspiring Teachers. Overall, all students strongly agreed with these characteristics, the highest score was 3.63 and the lowest score was 3, 32. where the average score on each question is above 3.25, which means it falls into the strongly agree category and three characteristics are most often chosen by students, namely 1) inspiring teachers have broad-minded characteristics with the highest score of 3.63. 2) conveying learning in a fun way so that learning in class is not boring with the highest score of 3.61. 3) Inspirational teachers can provide new insights and directed and meaningful learning for students with the highest score of 3.60. Therefore, it can be concluded that the characteristics of inspiring teachers based on experts are highly approved by MAN 1 Barru students.
ENGLISH AS A FOREIGN LANGUAGE (EFL) TEACHERS’ PERCEPTIONS ON DIFFERENTIATED INSTRUCTION AT SMPN 49 MAKASSAR
Mirwan, Husnul Khatimah;
Korompot, Chairil Anwar;
Fauzan, Muh. Miftah
JTechLP: Journal of Technology in Language Pedagogy Vol 4, No 2, July (2025): JTechLP: Journal of Technology in Language Pedagogy
Publisher : Universitas Negeri Makassar
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DOI: 10.26858/jtechlp.v4i3, Sept.76789
This study investigates the perceptions and practices of English as a Foreign Language (EFL) teachers regarding differentiated instruction at SMPN 49 Makassar. Using a qualitative descriptive methodology, data were collected through interviews, classroom observations, and document analysis. The findings reveal varying levels of understanding and implementation among teachers, highlighting the challenges and benefits of differentiated instruction. While some teachers demonstrate advanced strategies tailored to student needs, others adopt a more generalized approach. The study underscores the necessity of comprehensive teacher training and institutional support to maximize the potential of differentiated instruction within the Merdeka Curriculum framework.