JTechLP
Journal of Technology in Language Pedagogy is a peer-reviewed and open-access journal in language education. The aim is to publish conceptual and research articles that explore the application of any technology in language pedagogy and the everyday experience of technology in education. It welcomes articles from academics, researchers, graduate students, and policymakers. All articles should be in English. The scope of Journal: The use of technologies in the following areas: English Language Teaching, Assessment and testing in language learning and education, Applied linguistics methodologies and issues, Classroom teaching issues, Culture and power in language education, Curriculum development and implementation, Effective methods for language teaching, Diversity, multiculturalism and language education, Gender, language and higher education, Language skills, development, and issues, Language learning and identity, Literacy, Bilingualism and bilingual education, Teacher training, gender and equality
Articles
235 Documents
<![CDATA[EXAMINING HOW ENGLISH TEACHERS' REQUESTS ARE USED IN INTERACTIONS WITH STUDENTS IN INDONESIAN CLASSROOMS ]]>
<![CDATA[Hasanah, Nurul]]>;
<![CDATA[Mahmud, Murni]]>
<![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[This study aims to investigate the request expressions that English teachers use during EFL classroom interactions. It is essential to use requests in the classroom to foster productive student interaction. Teachers can encourage politeness and discourage unpleasant behavior in the classroom by using requests. This study is qualitative in nature. It was held at a single senior high school in Pangkep, Indonesia's South Sulawesi. Four English teachers are the research subjects. The teaching methods of the four teachers were videotaped, written down, and examined in order to gather data. Four lengthy snippets of the teaching process were recorded, then examined to investigate the request expressions that instructors employ out of courtesy. The information gathered was examined using the politeness procedures proposed by Brown and Levinson (1987). The study's findings demonstrate that educators used bald, negative, and positive on-record techniques in accordance with Brown and Levinson's theory (1987). Teachers utilize terms like "please," "tolong," "-ki," "dulu," "coba," "ya," "can," "may," "maybe," "a little bit," and "have to" while making requests. In addition, certain direct request expressions (jangan, don't) and terms of address (Nak, Mam, student's name) were employed. Teachers in the class used those expressions as a kind of civility. These results demonstrate the value of civility in classroom interactions. Teachers and students utilize the study's findings as a guide to promote positive interactions in the classroom.]]>
<![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[STRATEGIES OF ISLAMIC BOARDING SCHOOL TEACHERS OF ENGLISH TO DEVELOP STUDENTS’ MULTILINGUAL COMPETENCIES ]]>
<![CDATA[Hajriah, Hajriah]]>;
<![CDATA[Abduh, Amirullah]]>;
<![CDATA[Korompot, Chairil Anwar]]>
<![CDATA[ JTechLP: Journal of Technology in Language Pedagogy Vol 2, No 3, Nov (2023): JTechLP: Journal of Technology in Language Pedagogy ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/jtechlp.v3i2, June.63164
<![CDATA[The purposes of this study were to find out 1) The strategies used by English teachers in Islamic boarding schools to develop students' multilingual competence. 2) The challenges faced by English teachers in Islamic boarding schools in developing students' multilingual competencies. 3) Facilities used by English teachers in Islamic boarding schools to develop students' multilingual competencies. This study is qualitative research that uses an exploratory descriptive qualitative method. The participants of this research are English teachers and students in MTS Hj. Haniah and MA Hj. Haniah. The instruments used in this research are interviews and observation. Interviews were conducted with two English teachers and eight students who had been selected using purposive sampling techniques. Observations were made inthe classroom during the learning process and also in the dormitory environment. The results of this study show that there are seven strategies used by English teachers in Islamic boarding schools, including visual, project-based learning, group-individual learning, peer tutoring, daily conversation, vocabulary list,and window-shopping strategies. The challenges faced by English teachers in boarding schools include the lack of English teachers, inadequate facilities, lack of student interest in learning, and students' difficulties in learning two languages at once. The facilities used by English teachers at the boarding school includeclassrooms, dormitories, a library, and a language laboratory.]]>
<![CDATA[DUOLINGO APPLICATION AS A TEACHING TOOL ON ENHANCING STUDENTS’ VOCABULARY KNOWLEDGE ]]>
<![CDATA[Hardiyanti, Hardiyanti]]>;
<![CDATA[Munir, Munir]]>;
<![CDATA[Rahmawati, Rahmawati]]>
<![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.60101
<![CDATA[This study is a quantitative research project utilizing a pre-experimental design with one group, involving both pre-test and post-test assessments. Its primary objective is to determine the impact of implementing the Duolingo Application as a teaching tool on enhancing the vocabulary knowledge of Class X.F students at SMA Negeri 1 Pinrang. In this research, the independent variable is the use of the Duolingo Application as a learning medium, while the dependent variable is the students' vocabulary knowledge. The research population encompasses all Class X students, ranging from X.A to X.L, totaling 432 students, with each class typically consisting of 33 to 35 students. The research sample specifically includes 33 students from Class F, selected through random sampling. Data for the research were collected through pre-test and post-test assessments on vocabulary topics. The data analysis involved normality tests, T-tests, and descriptive statistics. The findings indicate that the mean score of the post-test (68.18) was significantly higher than that of the pre-test (28.78), suggesting that the utilization of the Duolingo Application has positively influenced students' vocabulary knowledge. The standard deviation for the pre-test was 7.8, while for the post-test, it was 13.2. To determine whether to reject the null hypothesis, the researchers compared the p-value (0.000) to the standard level of significance (0.05). Since the p-value was less than 0.05, the null hypothesis was rejected, leading to the conclusion that the use of the Duolingo Application effectively improved students' vocabulary knowledge.]]>
<![CDATA[STUDENTS’ PERCEPTION ON THE USE OF ENGLISH SONGS IN LEARNING LISTENING ]]>
<![CDATA[Amalia, Nurul Ilmi]]>;
<![CDATA[Jabu, Baso]]>;
<![CDATA[Abduh, Amirullah]]>
<![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.60073
<![CDATA[This study aims to determine students' perceptions on the use of English songs in learning listening for students of English Education, Universitas Negeri Makassar. The researcher applied mixed methods, namely quantitative and qualitative to achieve the objectives of the research. The data collected was in the form of a Likert questionnaire using the Google Form and interviews. The subjects of this study were students of the 2019 English Education Study Program. The sample from the questionnaire consisted of 40 students and interviews with 8 students who were taken using a voluntary sampling technique. The results of the data analysis show that: (1) Students’ perception on the use of English songs in learning Listening with a percentage of 55% of students are classified in the very positive category, 40% of students are classified as positive, 5% of students are classified as moderate, and no students have negative perceptions and very negative. (2) The results of the interviews show that students have a positive perception on the use of English songs in learning Listening.]]>
<![CDATA[HIGHER ORDER THINKING SKILLS IN CRITICAL READING CLASS: AN ANALYSIS ON STUDENTS’ PERCEPTION ]]>
<![CDATA[Tahir, Annisa Mujahidah]]>;
<![CDATA[Farahdiba, Syarifah]]>;
<![CDATA[Sunra, La]]>
<![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.56789
<![CDATA[This study aims to explore students’ perception toward Higher Order Thinking Skills in Critical Reading class. To achieve the research objective, the researcher used a descriptive study in the form of a qualitative design. The data were collected through one-to-one, semi-structured interviews conducted through mobile phone calls. The study focused on five students from the English Education Study Program's Class A 2021 who were enrolled in a critical reading class during their second semester. Based on the result of the study, the researcher found that in the critical reading class, the three upper levels of cognitive skills proposed by Bloom, which are considered as part of higher order thinking skills (HOTS), were applied in the form of activities such as text analysis, statement and argument validation, and paraphrasing. Students’ perception indicated that the three activities improved their ability in critical reading. However, throughout the course, the students faced some difficulties since the course was conducted online. The lecturer used the same lecturing style, had never given them feedback, and there was no discussion session for the students to share their ideas about the text in the module given. The lack of vocabulary was also mentioned as one of the obstacles experienced by the students during the critical reading class.]]>
<![CDATA[STUDENTS’ PERCEPTIONS OF THE EFFECTIVENESS OF ONLINE LEARNING IN INTENSIVE SPEAKING COURSE ]]>
<![CDATA[Fadilla, Andi Aenul]]>;
<![CDATA[Muhayyang, Maemuna]]>;
<![CDATA[Munir, Munir]]>
<![CDATA[ JTechLP: Journal of Technology in Language Pedagogy Vol 2, No 3, Nov (2023): JTechLP: Journal of Technology in Language Pedagogy ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/jtechlp.v3i2, June.63173
<![CDATA[This study aims to investigate students' perceptions of the effectiveness of online learning in intensive speaking courses. The research method used is the descriptive-qualitative method. The participants in this study were students of the 2022 class of the English Education study program, Universitas Negeri Makassar for the 2022/2023 academic year. Eight students were selected as participants using a simple random sampling technique. The instrument of this research was an interview. Qualitative descriptive analysis was used to analyze the data collected in the interview transcripts. Overall, students had positive and negative perceptions of the effectiveness of online learning in intensive speaking courses. The students revealed that online learning in intensive speaking courses had positive and negative impacts on their learning process. Positive perceptions of online learning in intensive speaking courses included 1) increasing skills, 2) flexibility, and 3) increasing self-confidence. In contrast, the negative perceptions found from online learning in intensive speaking courses were 1) non-technical constraints, 2) technical constraints, and 3) lack of interaction. Even though students' perceptions varied, based on the data obtained, students' positive perceptions were more dominant than their negative perceptions. In addition, they all argued that online learning in intensive speaking courses was effective. Therefore, it can be concluded that online learning in intensive speaking courses is effective.]]>
<![CDATA[THE USE OF ENGLISH SHORT STORIES TO ENRICH STUDENTS’ VOCABULARY MASTERY ]]>
<![CDATA[Putri, Andi Sri Mega]]>;
<![CDATA[Munir, Munir]]>;
<![CDATA[Farahdiba, Syarifah]]>
<![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.56779
<![CDATA[The objective of the research was to find out whether the use of short stories can enrich students’ vocabulary mastery: meaning, spelling, pronunciation, word form and word use. The researcher applied a pre-experimental method. The population was the eighth-grade students of SMP Negeri 29 Makassar in academic year 2022-2023 and the sample of this research were 29 students from class VIII/7 by using cluster random sampling. The data were collected through test (pre-test and post-test). The result of data analysis stated that the mean score of pre-tests (68.79 with standard deviation 51.34) was lower than mean score of post-tests (82.82 with standard deviation 13.32) therefore the value of t-test (1.14 with significant difference 0.000) level of significance (α) = 0.05 and degree of freedom (df) = 28. It shows that the alternative hypothesis of this research is accepted. based on the finding and discussion of the study, the researcher concludes that using short stories can enrich students’ vocabulary mastery at the eighth grade of SMP Negeri 29 Makassar.]]>
<![CDATA[LEXICAL HEDGES IN ONLINE PRESENTATION AT INDONESIAN EFL CLASSROOM SETTINGS ]]>
<![CDATA[Sarira, Pret]]>;
<![CDATA[Mahmud, Murni]]>;
<![CDATA[Burhamzah, Muftihatirrahmah]]>
<![CDATA[ JTechLP: Journal of Technology in Language Pedagogy Vol 2, No 3, Nov (2023): JTechLP: Journal of Technology in Language Pedagogy ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/jtechlp.v3i2, June.63159
<![CDATA[Since the discourse analysis covered a wide range of disciplines to describe the activities and the language in those disciplines included in education, the phenomena of language use in the class still become the object of study ever since the languages are essential aspects of classroom interaction. The communicative styles of the lecturers and students will be influenced by many aspects. One of them is the attendance of lexical hedges in their utterances. For that purpose, of this article is directed to explore the occurrence of lexical hedges in EFL classrooms with online class settings. This research applied a qualitative research design taking one class and the students in Universitas Negeri Makassar as the subject. The data of this research were collected by employing classroom observation and audio recording. The data were analyzed descriptively by adopting the Discourse Analysis approach which relies on data recording, data transcription, data selection, and data interpretation. Furthermore, this research employed the theory from (Namasaraev, 1997) in categorizing the lexical hedges and the data were obtained from the observation in online classroom settings through the application called ZOOM. The result of the research shows that the presenters employed lexical hedges in their utterances during the process of presentation and discussion which can be seen from the table in the findings section. This study also found that there are a bit differences in the way men and women pronounce the hedges and the researcher also found support data for the research from Nikula (1997). The findings from this study are worthy of reading for English language teaching practitioners in their effort to create effective classroom interaction.]]>
<![CDATA[THE CORRELATION AMONG STUDENTS’ SELF-EFFICACY, ACADEMIC STRESS, AND LEARNING ACHIEVEMENT IN RESEARCH IN ELT COURSE ]]>
<![CDATA[Kadir, Muhammad Nurul Ikram]]>;
<![CDATA[Salija, Kisman]]>;
<![CDATA[Aeni, Nur]]>
<![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.60088
<![CDATA[This study used two different types of instruments, including a scale test by giving two types of questionnaires to the students and a learning achievement test used by getting the MID-Test score of the students studying Research in ELT course in the undergraduate program, to ascertain the correlation between students' self-efficacy and their learning achievement, as well as the correlation between students' academic stress and their learning achievement. Quantitative research with a correlational design was used in this study. A total of 43 students studying Research in the ELT course in the undergraduate program constituted the sample for this study. Simple random sampling was also used in the sampling process, which carried out randomly regardless of the strata in that population. In this study, the researcher found that the level of students’ self-efficacy with a mean score 70,70; the level of students' academic stress with a mean score 61,81; and the learning achievement of students studying Research in ELT course in the undergraduate program with a mean score 78,72. Students' self-efficacy and learning achievement were positively correlated. This means that the higher self-efficacy in a student is the higher the learning achievement will be. While the correlation between academic stress and learning achievement is negative, it means that the higher the academic stress experienced by students, the lower the learning achievement.]]>
