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
245 Documents
<![CDATA[AN ANALYSIS OF TRANSLANGUAGING PRACTICES IN AN INDONESIAN EFL CLASSROOM ]]>
<![CDATA[Amir, Fitrah Al]]>;
<![CDATA[Atmowardoyo, Haryanto]]>;
<![CDATA[Sakkir, Geminastiti]]>
<![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.56796
<![CDATA[This study aimed to find out about in what situation and reason of the teacher to do translanguaging. This research used a qualitative descriptive method and the data was collected through observation and interview. The observation process was carried out in two meetings in class IX.2 SMPN 4 Bulukumba and the interview process was conducted with a teacher. The finding showed that the teacher often practiced translanguaging during the learning process in her class. The teacher usually did translanguaging when greeting students, introducing the lesson, drawing students’ attention, explaining the material, asking questions, giving tasks/commands, summarizing the lesson, and closing the meeting. The reason teacher did translanguaging was so that students understand the material being taught better. Based on the findings of the study, it can be concluded that the implementation of translanguaging has a positive impact in the process of teaching and learning English in EFL classroom.]]>
<![CDATA[THE USE OF YOUTUBE VIDEO FOR LEARNING ENGLISH AT SENIOR HIGH SCHOOL ]]>
<![CDATA[Sapnur, Aisyah]]>;
<![CDATA[Weda, Sukardi]]>;
<![CDATA[Abduh, Amirullah]]>
<![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.56784
<![CDATA[This study investigated the use of YouTube video for learning English at senior high school. It aimed to find out how do the students use YouTube for speaking skills at senior high school and what are the student’s perception on the use of YouTube video in learning speaking. This study employed a qualitative method. In this study used purposive sampling to collect the data. Research instrument was used is interview. Findings shows that the students use YouTube video for speaking skill activities in daily life they use in their home and sometimes in school and there is the student download the video and watched everywhere with they own handphone, laptop and tv. The students learning English around 3 minutes until 2 hours in a day. And also show that students can have a positive perception of using YouTube to improve their speaking skills based on their responses to the interview session.]]>
<![CDATA[THE IMPLEMENTATION OF DIFFERENTIATED LEARNING INSTRUCTION IN SMP YPS SINGKOLE ]]>
<![CDATA[Rannu, Ceriati Bahagia]]>;
<![CDATA[Salija, Kisman]]>;
<![CDATA[Sulaiman, Iskandar]]>
<![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.63166
<![CDATA[This study aims to determine the implementation of Differentiated Learning in institutions. This research is qualitative research with a case study type for collecting data using observation and interviews. The data collected is then analyzed using the Miles and Huberman model techniques, namely through data reduction, data display, and conclusion. The research was conducted at SMP YPS Singkole, Sorowako. The results of the research show: 1) Teachers’ perspectives are encouraged to put differentiated instruction in action, take advantage of individual differences, and ensure every student has fair access to learning opportunities. 2) Differentiated learning instruction is successfully implemented by integrating a variety of strategies, including adapting lessons to accommodate varying learning styles, providing engaging and challenging content, and integrating technology and multimedia to boost engagement and encourage lifelong learning. 3) Differentiated learning instruction prioritizes the needs and unique characteristics of each student, creates a learning environment, and ultimately increases student engagement. The results of the study indicate that there have been efforts by teachers and institutions to apply differentiated learning instruction in learning activities.]]>
<![CDATA[PERCEPTION OF BUSINESS ENGLISH COMMUNICATION STUDENTS TOWARDS ONLINE SHOPPING ON TIKTOK SOCIAL MEDIA ]]>
<![CDATA[M, Musdalifa]]>;
<![CDATA[Luhriyani, Seny]]>;
<![CDATA[Novia, Lely]]>
<![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.60103
<![CDATA[TikTok is a social media platform that is popular around the world. The TikTok app allows users to create, share, and watch short videos that last 15 to 60 seconds. TikTok introduced a new feature, TikTok shop, which is an e-commerce feature that allows TikTok users to sell and buy products directly in the TikTok application. Research data analysis uses descriptive qualitative and is collected through questionnaires and interviews. This research was conducted at the Faculty of Language and Literature, Business English Communication study program. In this study, the object of research was Business English Communication study program students totaling 5 people. The results of this study indicate that the perception of the influence and effectiveness of TikTok social media for students is easy to access, implicit purchases made, inspiration and product information special offers and discounts, can save time. The obstacles faced by students when shopping online at TikTok are slow delivery of products and fraudulent purchases but do not reduce the desire of students to shop online through TikTok because of the many benefits that can be obtained.]]>
<![CDATA[FACTORS AFFECTING STUDENTS’ UNDERSTANDING OF DAILY ENGLISH VOCABULARY ]]>
<![CDATA[Annisa, Rara Nur]]>;
<![CDATA[Korompot, Chairil Anwar]]>;
<![CDATA[Farahdiba, Syarifah]]>
<![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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<![CDATA[This research aims to find out what factors affect students' understanding of daily English vocabulary, how they acquire vocabulary, the difficulties and convenience in understanding vocabulary, how to deal with problems if they find new vocabulary, and how they solve problems related to English vocabulary. This research applied a descriptive qualitative method. The data collection in this research was conducted by interviewing 7 students at the State University of Makassar as the participants in this research. The results of this research found that there are several pluses such as Google Translate and E-dictionary are the platforms most often used in understanding daily English vocabulary, finding similarities is an effective way according to students when looking for the meaning of new vocabulary. As for the drawbacks, the drawbacks of this research are when students find words that are almost the same but have different meanings. It can be concluded that external factors (because they are English students) are factors that affect students' understanding of daily English vocabulary.]]>
<![CDATA[STUDENTS’ PROBLEMS AND STRATEGIES IN LEARNING SPEAKING SKILLS ]]>
<![CDATA[Azizah, Geby]]>;
<![CDATA[Dollah, Syarifuddin]]>;
<![CDATA[Korompot, Chairil Anwar]]>
<![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.56790
<![CDATA[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.]]>
<![CDATA[IMPROVING STUDENTS’ SPEAKING ENGLISH PERFORMANCE BY UTILIZING YOUTUBE TED TALK VIDEOS ]]>
<![CDATA[Faiqah, Afifah]]>;
<![CDATA[Dollah, Syarifuddin]]>;
<![CDATA[Amin, Fatimah Hidayahni]]>;
<![CDATA[Adys, Himala Praptami]]>
<![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.63174
<![CDATA[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.]]>
<![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[ENGLISH WRITING SKILL OF A DEAF LEARNER AT SLB NEGERI 1 MAKASSAR ]]>
<![CDATA[Ridwan, Ahmad]]>;
<![CDATA[Jabu, Baso]]>;
<![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.63161
<![CDATA[This study aims to know the problems experienced by deaf learners in learning English writing skills and to find out how the writing skills of a deaf learner in learning English. This research is a qualitative descriptive study. The data of this study were grouped into two, namely main data consisting of introduction and documentation. Direct observation, administering tests in the form of questionnaires and English writing ability tests. Involved observation and collection of physical artifacts in the form of questionnaire results, English writing ability test results and lesson plans. The results of this study show that deaf learners can write words, phrases and sentences using a vocabulary list in English. Deaf learners can fix incomplete English sentences with the sensitivity to know the words that can be used to complete the sentence. Deaf learners are unable to make complex sentences, passive sentences and compound sentences due to the complexity of these sentences and the limitations of the research object in terms of language processing senses. Deaf learners can create simple paragraphs and create two simple coherent paragraphs using vocabulary lists and simulations of fixing incomplete sentences. Deaf learners have difficulty processing complex grammatical content. In general, paragraphs contain complex topics that are not relevant to the learning environment of the research object. Deaf learners can use the 5Ws and process consistent and coherent paragraphs using the formulas that have been discussed.]]>
<![CDATA[STUDENTS’ ENGLISH SPEAKING DIFFICULTIES AND TEACHERS’ STRATEGIES IN ENGLISH TEACHING: A CASE STUDY AT MA NURHIDAYAH RABBIN BONTOMANAI ]]>
<![CDATA[Rahmadani, Wilda]]>;
<![CDATA[Samtidar, Samtidar]]>;
<![CDATA[Talib, Ahmad]]>
<![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.60089
<![CDATA[The objectives of the research are to identify students with English language proficiency issues and to describe the English teachers’ teaching speaking strategies in dealing based on students’ speaking English difficulties. This research used a qualitative method. This research used previous studies, researchers deliberately choose people and locations to discover or comprehend a key phenomenon. The researcher used a case study research. The researcher used a questionnaire and an interview as two study instruments to gather data from the participants. The subjects of this research are Twelve students, from class X there are 6 students and class XI there are 6 students and there are three English teachers of MA Nurhidayah Bontomanai Sapaya Gowa. The teacher strategies in this research are to use group work, base the activities on sample words, and give some instructions or training in discussion skills. The researcher concluded that students’ difficulties were influenced by two aspects, namely psychological aspects and language aspects. They admitted that they had difficulty speaking English for several reasons because students were worried about making mistakes and felt anxious due to a lack of vocabulary, lack of pronunciation, and lack of topic knowledge, sometimes students wanted to try speaking. Hindered by the lack of vocabulary and messy pronunciation on the other hand because the topics discussed cannot be understood students continue to feel insecure and afraid in trying to speak English in class to appear in front of their class by speaking English and the last students do not have the motivation to fix it.]]>
