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[ANALYZING THE LEARNING STYLES OF SECOND-YEAR STUDENTS OF SMAN 6 SOPPENG IN LEARNING ENGLISH ]]>
<![CDATA[Rahmah, Sakinah Aulia]]>;
<![CDATA[Talib, Ahmad]]>;
<![CDATA[Ariyani, Amra]]>
<![CDATA[ JTechLP: Journal of Technology in Language Pedagogy Vol 3, No 2, July (2024): JTechLP: Journal of Technology in Language Pedagogy ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/jtechlp.v3i4, Dec.68360
<![CDATA[This research aimed to determine the Learning Styles of Second-Year Students of SMAN 6 Soppeng and the Impact of Using the Learning Styles of Second-year Students of SMAN 6 Soppeng in Learning English. The method used in this research was a mixed method (QUAN-qual). The participants in this research were students of class XI Mia 1 SMAN 6 Soppeng. This class was selected as participants using purposive sampling techniques. The instruments used in this research were a questionnaire using Skala Likert techniques to determine the learning styles used by second-year students of SMA 6 Soppeng in learning English and interview questions to determine the impact of using learning styles by the second-year students on learning English. Based on the data results of the questionnaire as quantitative analysis, data obtained from as 59% of students are auditory learners, 27.9% are visual learners, and the least used learning style is kinesthetic learning style which only 13.11%, which means students in 11th grade of SMAN 6 Soppeng predominantly use auditory learning styles. As for the impact of learning styles experienced by students, they had experienced both of positive and negative impact of using learning styles in learning English.]]>
<![CDATA[THE IMPACT OF QUIZIZZ ON STUDENTS’ ENGLISH LEARNING MOTIVATION ]]>
<![CDATA[Ardavi, Andi Ryaz Daviq]]>;
<![CDATA[Atmowardoyo, Haryanto]]>;
<![CDATA[Munir, Munir]]>
<![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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DOI: 10.26858/jtechlp.v3i3, Sept.66652
<![CDATA[In this study to be conducted by the researcher, the researcher aims to find out the impact of Quizizz on students’ English learning motivation. The samples of this study were five students of SMP Kartika XX-2 Makassar that have been chosen on purpose. This study used a descriptive analysis qualitative method. The main instrument for collecting data for this study was an interview. The result of this study showed that all the samples of SMP Kartika xx-2 Makassar were motivated to learn English when using the Quizizz application in class. The interview results got positive responses from all of the samples based on three indicators of Gardner’s motivation theory, as follows: willingness, eagerness, and enjoyment of learning. Based on the interview results, the samples answered that when the Quizizz application was applied to learning they felt willing to learn, feel eager, and also, they were enjoying the learning process. This can happen because the Quizizz application is practical/easy to use, the students don’t feel pressured when answering the task, doesn’t make the students feel bored, and how it is designed just like playing a game. This study concludes that the Quizizz application has a good/positive impact on the student’s English learning motivation.]]>
<![CDATA[STUDENTS’ PERCEPTIONS ON WATCHING KOREAN VARIETY SHOW WITH ENGLISH SUBTITLE IN LEARNING VOCABULARY ]]>
<![CDATA[Nurdin, Rifqah Nur' Arfani]]>;
<![CDATA[Talib, Ahmad]]>;
<![CDATA[Radhiyani, Fitri]]>
<![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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DOI: 10.26858/jtechlp.v3i3, Sept.66663
<![CDATA[This research aims to determine students’ perceptions of watching Korean variety shows with English subtitles in learning vocabulary. This research applied descriptive qualitative research design. The instrument used in this research is interviews. The participants of this research were seven students from Universitas Negeri Makassar who were determined using a purposive sampling technique. The participants were all English education students and had experienced watching Korean variety shows with English subtitles in learning vocabulary. The results of the research proved how a person's perception is formed based on three perception indicators: absorption of the stimuli, understanding of the stimuli, and assessment/ evaluation.]]>
<![CDATA[TEACHER-ADAPTED MATERIALS IN TEACHING ENGLISH AT A SECONDARY SCHOOL ]]>
<![CDATA[Saputri, Yusyfiyah Adinda]]>;
<![CDATA[Dollah, Syarifuddin]]>;
<![CDATA[Muhalim, Muhalim]]>
<![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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DOI: 10.26858/jtechlp.v3i3, Sept.66656
<![CDATA[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.]]>
<![CDATA[USING LINE WEBTOON IN IMPROVING STUDENTS’ READING COMPREHENSION ]]>
<![CDATA[Muliany K, Sry Ghina]]>;
<![CDATA[Baa, Sultan]]>;
<![CDATA[Radhiyani, Fitri]]>
<![CDATA[ JTechLP: Journal of Technology in Language Pedagogy Vol 3, No 2, July (2024): JTechLP: Journal of Technology in Language Pedagogy ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/jtechlp.v3i4, Dec.68367
<![CDATA[This research aimed to improve student's reading comprehension of SMKN 6 Makassar by using the Line webtoon application. The research method used was pre-experimental with one experimental group. The population of this research was the XI grade students of SMKN 6 Makassar Culinary Department. The population of this research were the XI grade students of SMKN 6 Makassar Culinary Department. The sample of this research was 33 students of class XI Culinary 2. The experimental group was given a pre-test and post-test to measure students' ability in reading comprehension. The research data was collected by a reading test. The results of this research are significance score for the learning outcome variable is 0.000 <0.05. which means that H0 in this research is rejected and H1 is accepted. It can be concluded there is a significant influence of the use of line webtoon applications in improving students’ reading comprehension.]]>
<![CDATA[THE USE OF THE SPOTIFY APPLICATION TO IMPROVE STUDENTS’ EXTENSIVE LISTENING SKILLS ]]>
<![CDATA[Azis, Nurul Maghfirah]]>;
<![CDATA[Jabu, Baso]]>;
<![CDATA[Muhayyang, Maemuna]]>
<![CDATA[ JTechLP: Journal of Technology in Language Pedagogy Vol 3, No 2, July (2024): JTechLP: Journal of Technology in Language Pedagogy ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/jtechlp.v3i4, Dec.68355
<![CDATA[This research aims to evaluate the effectiveness of the Spotify application as a medium for learning English, particularly in enhancing students' extensive listening skills and their interest in using the app. The research employed a pre-experimental quantitative method and involved a sample of 25 students from Class XI 3 at MAN 1 Kendari, selected through cluster random sampling. Data were collected using tests and questionnaires. The data indicate a noteworthy improvement in students' extensive listening skills with the use of Spotify. The average score increased from 55.40 before the intervention (pre-test) to 90.80 after the intervention (post-test). The t-test results showed a significant difference with a Sig. (2-tailed) value of 0.000, which is less than 0.05. This supports the research hypothesis (H1 accepted, H0 rejected), indicating that Spotify effectively improves the extensive listening skills of Class XI 3 MAN 1 Kendari students. Additionally, the questionnaire results showed that the majority of students had a positive attitude towards using the Spotify application for learning. Based on these findings, The Spotify application is an advantageous tool for improving students' listening skills and is widely accepted as an educational resource.]]>
<![CDATA[WEB-BASED INSTRUCTION IN TEACHING LISTENING SKILL AT SMAN 1 PANGKEP ]]>
<![CDATA[Fitrizah, Luthfiyyah Ainur]]>;
<![CDATA[Salija, Kisman]]>;
<![CDATA[Jafar, Muhammad Basri]]>
<![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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DOI: 10.26858/jtechlp.v3i3, Sept.66650
<![CDATA[This research investigates the implementation of web-based instruction in teaching listening skills in Indonesian Senior high school students. The research aims to describe and find out the three following objectives: 1) The implementation of web-based instruction in the teaching listening process 2) Describe teacher’s perception of the implementation Web-Based Instruction in teaching listening in Indonesian EFL Classrooms 3) Describe students’ perception of the impact web-based instruction in developing listening skill in EFL Classroom. This research applied descriptive qualitative research with a case study approach. The population of this research were students of XII Bahasa SMAN 1 Pangkep and used purposive sampling to obtain samples from a population. The sample of this research was selected by interviewing the teacher taught by using web-based instruction in teaching listening. The data was collected by observation and interview. The result of this research shows that 1) The implementation of WBI in the teaching listening process as a medium instructional, utilization of interactive activity, and promote autonomous learning 2) Teacher’s perception of the implementation of WBI in EFL classrooms discovered giving positive impact on teaching process can be seen teacher can use as medium instruction in teaching English, access authentic material, give online interactive activities and promote autonomous learning. 3) students’ perception of the impact of the implementation of WBI in teaching English listening skills to students in several aspects accessibilities, increased engagement, promoting collaborative learning, and flexibility used.]]>
<![CDATA[THE INFLUENCE OF USING THE GIST STRATEGY IN TEACHING RECOUNT TEXT ]]>
<![CDATA[Ramlah, Salma]]>;
<![CDATA[Talib, Ahmad]]>;
<![CDATA[G, Hasriani]]>
<![CDATA[ JTechLP: Journal of Technology in Language Pedagogy Vol 3, No 2, July (2024): JTechLP: Journal of Technology in Language Pedagogy ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/jtechlp.v3i4, Dec.68361
<![CDATA[This study aims to investigate the effects of teaching recount text using the GIST (Generating Interaction between Schemata and Text) technique. Meanwhile, the purpose of this study is to determine whether or not students' comprehension of recount texts has increased. This study was conducted during the second semester of SMPN 4 Sungguminasa's ninth grade. With a pretest and posttest for a single group, the researcher employed a pre-experimental design. The sample consisted of 34 pupils from class 9K, whereas the population consisted of all ninth-grade students. Using SPSS 26, the researcher analyzed the data. As a consequence, the posttest's mean score of 49.26 exceeds the pretest's mean score of 77.21. Additionally, the probability value (sig.2-tailed: 0.000) is lower, according to the paired sample t-test. Also, the paired sample t-test shows that the probability value (sig.2-tailed: 0.000) is lower than (< 0.05). It means, there were significant differences in the average in using GIST strategy in teaching recount text. In conclusion, the alternative hypothesis (H1) in this study is accepted, and the null hypothesis (H0) is rejected. In addition, GIST strategy increases students’ comprehension of recount text.]]>
<![CDATA[STUDENTS’ PERCEPTION OF USING TED TALKS IN ENGLISH LISTENING SKILL ]]>
<![CDATA[Erlan, Frerianta]]>;
<![CDATA[Abduh, Amirullah]]>;
<![CDATA[Tahir, Muh.]]>
<![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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DOI: 10.26858/jtechlp.v3i3, Sept.66649
<![CDATA[Listening is the beginning skill in learning a foreign language as people begin to learn a language from how it sounds before learning how it is written, and spoken. Listening skill is about receiving the message from sound, and voice. This research is conducted by the study of students’ perception of the use of TED talks videos in listening skills, to explore students' perception about using TED talks in English listening skills. This study applied qualitative method and the instrument using a questionnaire and an interview. There are 8 questionnaire questions and 11 interview questions were distributed to the participants. The participants who already filled out the questionnaire are 21 participants. The result from respondents through questionnaires and interviews indicates the students have a positive perception toward TED Talk videos to improve their listening skills therefore it could be seen that the listening skills material which was equipped with TED Talk videos as a media can improve listening skills in teaching learning English.]]>
<![CDATA[THE USE OF MEDIA FLASHCARDS TO IMPROVE STUDENTS’ VOCABULARY IN SD NEGERI 9 BARRU ]]>
<![CDATA[Anisa, Beby]]>;
<![CDATA[Atmowardoyo, Haryanto]]>;
<![CDATA[Farahdiba, Syarifah]]>
<![CDATA[ JTechLP: Journal of Technology in Language Pedagogy Vol 3, No 3, Sept (2024): JTechLP: Journal of Technology in Language Pedagogy ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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<![CDATA[This study aims to determine whether using flashcard media in primary schools may help kids' vocabulary to grow. The researchers used pre-experimental techniques. Pre- and post-tests were used to collect data. All students at SD Negeri 9 Barru make up the study's population, and 24 grade 4 students were chosen randomly as the study's sample. Following analysis using the significant test formula, the pre-test and post-test results of using flashcard media to increase students' vocabulary revealed that the T-test value was greater, allowing H1 to be accepted. Analysis of the N-gain value also revealed an increase in students' vocabulary. The sample group falls into the average category. The study concludes that using flashcards as a teaching tool increases students' vocabulary, boosts their enthusiasm for learning the language, gives them more confidence to voice their thoughts, and encourages them to be more engaged in learning.]]>
