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[TRANSLANGUAGING IN BILINGUAL CLASSROOM: A CASE STUDY OF MATHEMATICS BILINGUAL PROGRAM AT UNIVERSITAS NEGERI MAKASSAR ]]>
<![CDATA[Hajrah, Hajrah]]>;
<![CDATA[Sunra, La]]>;
<![CDATA[Sakkir, Geminastiti]]>
<![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.60070
<![CDATA[This research aims to investigate translanguaging in a bilingual classroom. Hence, this research tries to see the practice of translanguaging in bilingual classrooms. This research focused on how translanguaging facilitates the teaching and learning of the Mathematic Bilingual program at Universitas Negeri Makassar. This research applied a qualitative method, and the instruments were classroom observation and interview. The result of observation and interview was transcribed and analyzed based on the research focus. The findings of this research showed that the lecturers expressed a positive perception toward translanguaging which was reflected through ten positive comments about the use of translanguaging in the bilingual classroom. Translanguaging facilitated the teaching and learning of the Mathematic bilingual program was the first to make their English teaching in the classroom effective and the second was to make the students understand the teaching and learning material well. The way lecturers conducted translanguaging was based on the situation of the students. If the students did not understand what the lecturers explained in English, they used translanguaging in the classroom to make the teaching and learning process understandable.]]>
<![CDATA[STUDENTS’ PERCEPTION ON THE USE OF GOOGLE CLASSROOM AS LEARNING MEDIUM AT SMA NEGERI 1 BANTAENG ]]>
<![CDATA[Hisaan, Amalia Khoirotun]]>;
<![CDATA[Salija, Kisman]]>;
<![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.56788
<![CDATA[The objective of this research is to find out how do the students perceive on the use of Google Classroom as learning medium at SMA Negeri 1 Bantaeng. This research used a descriptive qualitative approach. Students in the XII grade made up the study's population. at SMA Negeri 1 Bantaeng for the 2022/2023 academic year. A simple random sampling technique was utilized in this study. The sample was class XII MIPA 1, which consisted of 34 students, a total of 14 students from class XII MIPA 1 became informants in this research. The instrument used in this research was interview. The result of this research indicated that the three aspects based on Davis’s theory perceive of usefulness, perceive of ease of use, and students’ satisfaction received positive responses. It means that the students’ perceived Google Classroom is the students are satisfied, useful and also easy to use technology as learning medium.]]>
<![CDATA[THE LECTURER AND THE STUDENTS’ PERCEPTION OF THE IMPLEMENTATION OF HYBRID LEARNING IN ENGLISH TEACHING ]]>
<![CDATA[Ilyas, Nurqalbhi]]>;
<![CDATA[Munir, Munir]]>;
<![CDATA[Muliati, A.]]>
<![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.63171
<![CDATA[This research aims to determine the perceptions of lecturers and students regarding the application of hybrid learning methods in teaching English. This research uses qualitative methods to achieve research objectives. Participants in this research were 1 lecturer and 5 students from the English Education Department, Faculty of Language and Literature, Makassar State University. Participants were selected using random techniques. The instruments of this research are interviews and documentation. The results of this research are, 1) lecturers have a positive perception of hybrid learning so that it can be an alternative in learning amidst Covid-19; 2) students have a positive perception of hybrid learning which makes it easier for students to understand the learning provided by the lecturer. In terms of benefits, lecturers and students feel that implementing the hybrid learning method is very effective and is one solution for smooth learning.]]>
<![CDATA[STUDENTS' PERCEPTION OF ONLINE LEARNING IN LISTENING CLASS AT THE ENGLISH EDUCATION STUDY PROGRAM ]]>
<![CDATA[Athyah, Andi Ummy]]>;
<![CDATA[Korompot, Chairil Anwar]]>;
<![CDATA[G, Hasriani]]>
<![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.63165
<![CDATA[This research aims to find out the perceptions of English students towards online learning in listening classes. The method used in this research is a qualitative descriptive method. The participants in this research were students of the English Education Study Program class of 2023, Universitas Negeri Makassar. Eight students were selected as participants using a simple random sampling technique. The instrument used in this research was an interview analysis qualitatively and descriptively to determine the findings from the interview transcript. Overall, students had positive and negative perceptions of online learning in listening classes. The positive perceptions regarding online learning in the listening classes were expressed as follows 1) It is fun, 2) It improves listening skills 3) It is flexible 4) It involves the use of practical applications, e.g., Google Meet, and 5) It is applied using effective strategies. Meanwhile, the students’ negative perceptions of online learning in the listening classes were expressed as follows 1) it is technical constraints, and 2) it is non-technical constraints. Even though the students' perceptions varied, based on the data obtained, positive perceptions are more dominant than negative perceptions. Therefore, it can be concluded that students had a positive perception regarding online learning in listening classes.]]>
<![CDATA[AN ANALYSIS OF TEACHER TALK MANAGEMENT AT SENIOR HIGH SCHOOL ]]>
<![CDATA[Kurnia, Muhsona Ayu]]>;
<![CDATA[Samtidar, Samtidar]]>;
<![CDATA[Muliati, A.]]>
<![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.60087
<![CDATA[This study aimed to find out the kinds and functions of teacher talk management used in the English teaching process at SMA Tut Wuri Handayani Makassar. “This study used qualitative research design. The data of this research were observation checklists, interviews and video recordings to support them. The subject of this study was one English teacher who taught in different classes, the classes were from XI MIA and XI IIS. The result of the research found that (1) Teacher talk management used by teacher MJ’s learning process in the classroom is classified into 3 parts of the talk management process, which parts consist of starting the lesson, running the lesson, dan ending the lesson. Starting the lesson were entered the class, everyday greetings, took the register and started something new. Running the lesson was getting down to work, making things clear, sequencing activities, checking progress, and stopping. Ending the lesson was checking the time, setting homework, stopping work, making announcements, saying goodbye and clearing the class. (2) The functions of teacher talk management that were said by the English teacher were conveying information, delivering lessons in a structured way, and managing or arranging communication. In conclusion, the analysis of teacher talk management in the classroom was beneficial for teachers to plan and conduct enhanced learning situations.]]>
<![CDATA[THE DIFFERENCES OF LEARNING STRATEGIES AND ACHIEVEMENTS BETWEEN STUDENTS WHO TAKE ENGLISH COURSES AND WHO DO NOT TAKE ENGLISH COURSES IN LEARNING VOCABULARY ]]>
<![CDATA[Dewa, Muh. Tegar Indar]]>;
<![CDATA[Farahdiba, Syarifah]]>;
<![CDATA[Ariyani, Amra]]>
<![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.56794
<![CDATA[The purpose of this study is to discover the differences of learning strategies and learning achievements between students who take English courses and who do not take English courses in learning vocabulary. The researcher applied quantitative research causal-comparative type. There were 20 students from grade VIII SMPN 2 Sungguminasa academic year 2023/2024 chosen by purposive sampling. The data were obtained by giving questionnaire and vocabulary test. Then the data was analyzed by using descriptive statistics and t-test. The results show the learning strategies has the probability value = 0.037 that was lower than the level of significance value = 0.05. It was proved by the average score of students who take English courses (102.90) that is bigger than students who do not take English courses (83.00). The learning achievements also has the probability value = 0.005 that was lower than the level of significance value = 0.05. It was also proved by mean score of students who take English courses (89.10) that is bigger than students who do not take English courses (58.60). In conclusion, there are differences of learning strategies and learning achievements between students who take English courses and those who do not take English courses in learning vocabulary.]]>
<![CDATA[THE IMPACT OF PLAYING ONLINE GAMES TO THE LEARNERS’ ENGLISH VOCABULARY ]]>
<![CDATA[Karim, Try Saputra]]>;
<![CDATA[Amin, Fatimah Hidayahni]]>;
<![CDATA[Jefri, Riny]]>;
<![CDATA[Mohamad, Andi Riswan]]>
<![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.63176
<![CDATA[Online games have had tri-impact on people's lives, including college students. In addition to the negative impact, the researcher also found the positive impact of online games related to learning English, namely it can provide convenience in Learning English and improve English language skills in the fields of vocabulary. The research method in this study was descriptive with an interview approach in qualitative research. The descriptive research method is used to solve or answer the problem being faced by collecting data, classification, analysis, conclusions, and reports. This method is done by describing or describing the data that has been collected. The researcher did the research and got the complete data from all the research instruments including questionnaire and interview questions. Based on the results of research on the impact of playing online games on the learners’ English vocabulary, it can be concluded they use online games as Learning media to increase English vocabulary when discussing with other gamers. They also agree that they feel more comfortable Learning English through online games and users learners often internet with gamers from outside Indonesia. Learners also think that online games can help them improve their English skills, especially in the areas of listening, speaking and reading. Some of the skills they also acquire include new vocabulary to understand or translate English texts and 'accuracy in using proper grammar. These learners make online games as their self-taught Learning tool.]]>
<![CDATA[THE USE OF TIKTOK APPLICATION THE 3RD SEMESTER ENGLISH EDUCATION STUDENTS OF FBS UNM ]]>
<![CDATA[Hidayah, Khusnul]]>;
<![CDATA[Abduh, Amirullah]]>;
<![CDATA[Samtidar, Samtidar]]>
<![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.63163
<![CDATA[This study aimed to find out the role of TikTok application in helping the 3rd-semester students of FBS Universitas Negeri Makassar to learn English and the perceptions of the 3rd-semester students of FBS Universitas Negeri Makassar regarding the impact and effectiveness of using the TikTok application. This study used a descriptive qualitative method. The participants in this study were the third-semester English education students. The data was collected through surveys and interviews. Based on the findings, the participants gave positive perceptions and also the application has a positive role and impact on the development and deepening of the students' English. The data showed that the TikTok application can help students learn English by increasing the students’ vocabulary and improving their pronunciation. The students also feel the impact and effectiveness of the TikTok application on English language learning.]]>
<![CDATA[TEACHERS’ PERCEPTION OF SEATING ARRANGEMENT ON STUDENTS' LEARNING CONCENTRATION ]]>
<![CDATA[Rajni, Andi Febrianti]]>;
<![CDATA[Muhayyang, Maemuna]]>;
<![CDATA[Ariyani, Amra]]>
<![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.56782
<![CDATA[The research aimed to determine the teacher's perception of the seating arrangement in student learning concentration. This research has subject were 3 english teacher who teach at SMPN 27 Makassar. This type of research is designed as qualitative descriptive research. The subjects were chosen by using a purposive technique. Data collected from interviews. The data obtained has been processed in several ways: data reduction, presentation, conclusion, and verification. Based on the result of the study, teachers' perceptions are divided into positive and negative perceptions. Positive perceptions include ease of application and the independent curriculum, helping understand the character and learning styles, the excellent and effective seating arrangement in learning English and understanding the ability to learn comprehension. Negative perceptions include a lack of learning concentration, limited capability to catch power, a lack of clear understanding of the material, and harmful influences that affect learning concentration. Based on the study's results, the teacher's perception equally dominates between positive and negative perceptions. Seating arrangements are, in fact, very influential on student learning concentration.]]>
<![CDATA[THE CHALLENGES OF USING SOCIAL MEDIA APPLICATIONS IN LEARNING ENGLISH AS A FOREIGN LANGUAGE AT BUSINESS ENGLISH COMMUNICATION PROGRAM ]]>
<![CDATA[Andini, Andi Nurul]]>;
<![CDATA[Patak, Andi Anto]]>;
<![CDATA[Amin, Fatimah Hidayahni]]>
<![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.60098
<![CDATA[This study aims to identify and explain the challenges Business English communication programs face when learning English through social media Instagram, TikTok, YouTube and Twitter. Qualitative methods are used in this study. This study uses interview questions to collect data, the participants of this study are seven students from the business English communication program. Based on research findings, it can be concluded that there are many challenges that cause difficulties when students use social media to learn English. This is a tool that students use to monitor boredom, social media, and mixed video and social media.]]>
