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[STUDENTS' PERCEPTION OF THE SOCIAL COMPETENCE OF ENGLISH TEACHER ]]>
<![CDATA[Surentu, Nada Indah]]>;
<![CDATA[Talib, Ahmad]]>;
<![CDATA[G, Hasriani]]>
<![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.66655
<![CDATA[This research aims to determine students' perceptions of social competence in English teachers. This research is qualitative research that uses a descriptive qualitative method. The instrument used in this research is the interview. Interviews were conducted with six students who were selected using a purposive sampling technique. The results showed that English teachers who teach at SMP Negeri 1 Makale Utara, especially those who teach in grade eight, have fulfilled five indicators of social competence, namely: being inclusive and acting objectively, non-discriminatory, and communicative with fellow teachers, education personnel, parents/guardians, and the community.]]>
<![CDATA[DEVELOPING ENGLISH SPEAKING THROUGH OME TV ]]>
<![CDATA[Yusuf, Emi Marlina M]]>;
<![CDATA[Talib, Ahmad]]>;
<![CDATA[Tahir, Muh.]]>
<![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.68363
<![CDATA[The objective of this research was to find out this study to determine whether using Ome TV could develop students' speaking skills. This research adapted a pre-experimental design. This research took place at SMAN 3 Makassar. The population of this research was the eleventh-grade students of SMAN 3 Makassar in the academic year 2022-2023. The XI IPA 2 class was selected to be the sample of this research. The research utilized a speaking test administered both as a pretest and a posttest. The results indicated that using Ome TV to develop English-speaking skills was effective. This is evidenced by the mean score of 7.49 on the pretest and 10.9 on the posttest, showing an increase of 45.4% in students' scores.]]>
<![CDATA[THE USE OF U-DICTIONARY APPS AS AN ENGLISH LEARNING MEDIA AT SMANEGERI 4 MAROS ]]>
<![CDATA[Suhardi, Muhammad Farhan]]>;
<![CDATA[Samtidar, Samtidar]]>;
<![CDATA[Munir, Munir]]>
<![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.68353
<![CDATA[This research aims to determine the use of U-Dictionary apps as an alternative strategy to improve students' vocabulary mastery in learning English, and also to determine students’ perceptions of using U-Dictionary Apps. This study adopted the quantitative method and used a pre-experimental approach with a total sample of 68 students, 35 students in the control class and 33 students in the experimental class at SMA Negeri 4 Maros. In this study, data collection was carried out by conducting pre-tests and post-tests. The results of the data analysis showed that the use of U-Dictionary Apps as a learning media can improve students' vocabulary mastery, and students give positive perceptions of the use of U-Dictionary Apps. This can be proven by the t-test value lower than P (0.000 < 0.05) which means that H0 of this study is rejected and H1 is accepted. So, it can be concluded that the use of U-Dictionary Apps can improve students' vocabulary in class XI at SMA Negeri 4 Maros.]]>
<![CDATA[THE IMPLEMENTATION OF ENGLISH PRESENTATION ASSIGNMENT TO ENHANCE EFL LEARNERS’ MATERIALS UNDERSTANDING ]]>
<![CDATA[Putri, Santi Amelia]]>;
<![CDATA[Jabu, Baso]]>;
<![CDATA[Aeni, Nur]]>
<![CDATA[ JTechLP: Journal of Technology in Language Pedagogy Vol 3, No 3, Nov (2024): JTechLP: Journal of Technology in Language Pedagogy ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/jtechlp.v4i1, March.71645
<![CDATA[This qualitative descriptive study investigates how English presentation assignments enhance EFL learners' understanding of the material. The independent variable is the English presentation assignment, while material understanding is the dependent variable. The study population comprises all learners from the English Education Study Program at Universitas Negeri Makassar, totaling five classes, with 12 learners as subjects. Data were collected through classroom observations and interviews and analyzed using data reduction, data display, and conclusion-drawing techniques. Findings indicate that the implementation of English presentation assignments significantly enhances learners' understanding by requiring them to organize and present information clearly, fostering deeper comprehension.]]>
<![CDATA[THE IMPLEMENTATION OF THE MERDEKA CURRICULUM TO FACILITATE ENGLISH GRAMMAR MASTERY OF THE JUNIOR HIGH SCHOOL STUDENTS ]]>
<![CDATA[Alif S, Andi]]>;
<![CDATA[Jabu, Baso]]>;
<![CDATA[Muhalim, Muhalim]]>
<![CDATA[ JTechLP: Journal of Technology in Language Pedagogy Vol 3, No 3, Nov (2024): JTechLP: Journal of Technology in Language Pedagogy ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/jtechlp.v4i1, March.71651
<![CDATA[This study aims to determine how the implementation of the Merdeka Curriculum can facilitate the improvement of students' grammar mastery, especially the junior high school students and also, what are the challenges faced by teachers in implementing the Merdeka curriculum. This research uses descriptive qualitative methods. The participants in this study were grade 7 junior high school English teachers. Data collection was carried out by observation and interview. Based on the results of the interview in general, participants gave their responses about the concept of Merdeka curriculum and also how the implementation of Merdeka curriculum can facilitate the improvement of students' grammar mastery, especially in grade 7 junior high school students. The data results show that the teacher assesses that the concepts and learning methods in the Merdeka curriculum can facilitate improving students' grammar skills. Teachers also said that the challenges faced in implementing the Merdeka curriculum are the lack of technology-based teaching tools and some students' abilities that are considered not yet at the junior high school level.]]>
<![CDATA[EXPLORING STUDENTS’ REFLECTIVE JOURNALS IN MICRO TEACHING CLASS BASED ON THE “DIEP” MODEL ]]>
<![CDATA[Salsabila, Putri]]>;
<![CDATA[Noni, Nurdin]]>;
<![CDATA[Korompot, Chairil Anwar]]>
<![CDATA[ JTechLP: Journal of Technology in Language Pedagogy Vol 3, No 3, Nov (2024): JTechLP: Journal of Technology in Language Pedagogy ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/jtechlp.v4i1, March.71639
<![CDATA[The main purpose of this research was to explore students' reflective journals using the DIEP model in micro-teaching classes. The author tried to investigate whether writing learning outcomes using the DIEP model reflection journal could provide a new way of understanding students' learning outcomes. In this research, the author conducted semi-structured interviews. The subjects of this study were 10 5th semester students in the micro teaching class. The stages in obtaining data began with writing learning outcomes in the reflective journal using the DIEP model, then an interview session was conducted to obtain more accurate data. The results of this study indicate that writing learning outcomes using the DIEP model reflective journal can have a positive impact on the memory of learning outcomes, as well as developing thinking skills. This can be proven from the results of interviews conducted directly, students felt a significant difference between writing learning outcomes in the DIEP model reflection journal and the way they remembered previous learning outcomes. This means that the use of the DIEP model reflection journal can be one of the media used to store a longer memory of learning outcomes.]]>
<![CDATA[ENGLISH LEARNING STYLES ON HIPPOCRATES GANUS’S PERSONALITY TYPES (AT SMAN 5 MAKASSAR) ]]>
<![CDATA[Pondaag, Samuel Siloam]]>;
<![CDATA[Farahdiba, Syarifah]]>;
<![CDATA[Sofyan, Ryan Rayhana]]>
<![CDATA[ JTechLP: Journal of Technology in Language Pedagogy Vol 4, No 1, March (2025): JTechLP: Journal of Technology in Language Pedagogy ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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<![CDATA[This study aimed to find out how Hippocrates Ganus’s personalities tendency towards English learning styles based on auditorial, visual, and kinesthetic. This study used a qualitative descriptive method and data was collected through observation, personality test and interview. The observation was performed, involve seven students. The aim of this study was to reveal the personalities of students with English learning styles at SMAN 5 Makassar. Through interviews conducted, it was found that seven students have different personalities, however some students have similar learning styles. Phlegmatic personality has a tendency to like quiet learning but student is not fond of learning approaches that emphasize a lot of physical movement. As well as students with choleric and melancholic personalities who prefer a quite learning environment over engaging in excessive physical activity. Similarly, pupils who possess choleric and melancholy dispositions often choose a tranquil learning environment rather than engaging in physical engagements from a distance. On other hand, student with a sanguine disposition tend to choose a kinesthetic learning method which is very stimulating due to its emphasis on physical activity rather than silent study.]]>
<![CDATA[INCORPORATING VISUAL NOVEL GAMES TO IMPROVE STUDENTS’ LEARNING INTEREST IN ENGLISH ]]>
<![CDATA[Rivaldi, Muh.]]>;
<![CDATA[Aeni, Nur]]>;
<![CDATA[Asriati, Asriati]]>
<![CDATA[ JTechLP: Journal of Technology in Language Pedagogy Vol 3, No 3, Nov (2024): JTechLP: Journal of Technology in Language Pedagogy ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/jtechlp.v4i1, March.71652
<![CDATA[This research investigates the role of visual novel games in enhancing the learning interest and comprehension of 11th-grade nursing students at SMK Baznas Sulsel in English subjects. Adopting a qualitative approach, the study examines the effects of interactive, story-driven learning on student engagement and understanding. Data collected through student interviews indicate that the narrative structure and visual elements of visual novels make English lessons more appealing and accessible, fostering a supportive learning environment. Students reported that the interactive format of visual novels encouraged active participation and made complex language concepts easier to grasp, thus promoting both interest and deeper comprehension. These findings suggest that visual novels can be an effective educational tool for making English more engaging and relevant, especially in vocational settings. Based on the study’s positive outcomes, it is recommended that educators consider integrating visual novels into the English curriculum as a way to support motivation and understanding. Future research is suggested to assess the broader application of visual novels in other vocational subjects to evaluate if similar benefits can be achieved across different educational fields. This study contributes to the growing interest in innovative, game-based learning methods for enhancing student outcomes in language education.]]>
<![CDATA[THE IMPLEMENTATION OF ICT APPS IN SPEAKING CLASS ]]>
<![CDATA[Awwaliyah, Andi Astri]]>;
<![CDATA[Noni, Nurdin]]>;
<![CDATA[Amin, Fatimah Hidayahni]]>;
<![CDATA[Adys, Himala Praptami]]>;
<![CDATA[Mohamad, Andi Riswan]]>
<![CDATA[ JTechLP: Journal of Technology in Language Pedagogy Vol 3, No 3, Nov (2024): JTechLP: Journal of Technology in Language Pedagogy ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/jtechlp.v4i1, March.71640
<![CDATA[This study aims to explore how the implementation of ICT apps influences students’ engagement in speaking class. In the current digital era, ICT apps have become an integral part of education. However, it remains unclear how the use of ICT apps affects students’ engagement in speaking class. Therefore, the objective of this study is to investigate the implementation of ICT apps on students’ engagement in speaking class. Qualitative research with a descriptive design was adapted in this study. The participants were students of the English Education Study Program, Universitas Negeri Makassar. Through a purposive sampling technique, the lecturer and students of Class A were selected as the research participants. The instruments used were observation checklists and notes to collect the data. The researchers used three steps to analyze the data, there were data reduction, data display, drawing and verifying conclusion. The research findings revealed lecturer plays a crucial role in facilitating engagement by providing challenging tasks and opportunities for students to express themselves. Ultimately, high levels of students’ engagement not only contribute to individual learning outcomes but also foster a sense of validation within the university community, promoting broader talent development and interaction among students and staff. This study concluded that the lecturer plays a crucial role in encouraging engagement by providing challenging tasks. Based on the findings of this study, it is recommended that students assist themselves and their peers in learning speaking with ICT apps. Lecturers can utilize ICT apps in the English teaching and learning process effectively, thus improving the quality of education and preparing students with updated knowledge to adapt to the changing world. Additionally, other researchers can use this study as a reference for recommending study material to increase insight and conduct studies related to the implementation of ICT apps in the speaking class.]]>
<![CDATA[THE IMPLEMENTATION OF CORRECTIVE FEEDBACK IN WRITING CLASS FOR THE FIRST YEAR STUDENTS OF ENGLISH EDUCATION STUDY PROGRAM ]]>
<![CDATA[Qirani, Restu Aulia]]>;
<![CDATA[Baa, Sultan]]>;
<![CDATA[Sofyan, Ryan Rayhana]]>
<![CDATA[ JTechLP: Journal of Technology in Language Pedagogy Vol 3, No 3, Nov (2024): JTechLP: Journal of Technology in Language Pedagogy ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/jtechlp.v4i1, March.71647
<![CDATA[This study aimed to explore the use of corrective feedback in writing classes for first-year students in the English Education Study Program at Universitas Negeri Makassar. Adopting a descriptive qualitative approach, the research involved first-year students as participants, with data collected through observations and interviews. The results showed that the implementation of corrective feedback was effective and positively influenced the writing classes, with participants sharing favorable opinions. The findings indicated that students had a positive perception of their lecturer’s corrective feedback in the writing class.]]>
