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[(MIS)ALIGNMENT BETWEEN THE STUDENTS’ ENGLISH COMPETENCY AND INDUSTRY DEMANDS: A CASE STUDY OF A VOCATIONAL HIGH SCHOOL IN MAKASSAR ]]>
<![CDATA[Hanin, Ummi]]>;
<![CDATA[Muliati, A.]]>;
<![CDATA[Muhalim, Muhalim]]>
<![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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DOI: 10.26858/jtechlp.v4i2, June.73907
<![CDATA[This study examines the mismatch between the English competence of SMK SMTI Makassar students and industry demands. Using a mixed-methods approach, the study involved 12th-grade PM 3 students and an experienced English teacher through interviews, questionnaires, and document analysis. The results revealed a significant gap, with the main challenges including a lack of learning motivation, limited speaking and listening skills, and weaknesses in applying English in professional environments. The current curriculum does not fully meet industry needs due to the lack of focus on English for Specific Purposes (ESP). The study recommends integrating ESP into the curriculum, enhancing teacher professional development, and increasing student engagement in activities that develop speaking and listening skills. For future research, it is suggested to explore the implementation of ESP in vocational education and the use of contextual learning methods to improve students' readiness to enter the workforce.]]>
<![CDATA[ENGLISH TEACHING STRATEGIES USED AT JILC IN ATTRACTING CUSTOMERS’ INTEREST ]]>
<![CDATA[Reswara, Adinata Rangga]]>;
<![CDATA[Jefri, Riny]]>;
<![CDATA[Abdullah, Abdullah]]>
<![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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DOI: 10.26858/jtechlp.v4i2, June.73912
<![CDATA[This research uses descriptive qualitative method that aims to identify and describe English teaching strategies at JILC, which stands for Jakarta Intensive Learning Centre that can attract customers’ interest. The subjects of this research are English tutors and customers, namely students of JILC Perintis branch. Data were obtained through interviews with two English tutors and an online survey to JILC pupils regarding their interest in learning using the teaching strategies applied by the English tutors. From the results of the research, the customers are more interested in the Learning from Informational Text strategy in reading comprehension and memorizing vocabulary lessons.]]>
<![CDATA[ANALYSIS OF MOVIE CLIPS AND STUDENTS’ SELF-CONFIDENCE IN ENGLISH LEARNING ]]>
<![CDATA[Hermayana, Amelia Resky]]>;
<![CDATA[Talib, Ahmad]]>;
<![CDATA[Sally, Fauzan Hari Sudding]]>
<![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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DOI: 10.26858/jtechlp.v4i2, June.73903
<![CDATA[This research aims to determine the relationship between movie clips and students’ self-confidence of SMPN 18 Makassar students toward learning English using movie clips. The qualitative method was employed in this study. Students from SMPN 18 Makassar’s class VIII-5 participated in this study during the 2023-2024 school year. Simple random selection was used to choose ten students to participate. An interview is the tool utilized in this study to get information for the research question’s findings Overall, the majority of students gave positive responses to English learning using movie clips. Positive perceptions regarding English learning using movie clips were expressed as follows: 1) Increasing self-confidence, 2) increasing sense of independence, and 3) helping in learning. Therefore, it can be concluded that students have a positive perception of English learning using movie clips.]]>
<![CDATA[USING DUOLINGO APPLICATION TO IMPROVE ENGLISH VOCABULARY MASTERY OF THE JUNIOR HIGH SCHOOL STUDENTS ]]>
<![CDATA[Putri, Al-khaerunissa]]>;
<![CDATA[Dollah, Syarifuddin]]>;
<![CDATA[Korompot, Chairil Anwar]]>
<![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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DOI: 10.26858/jtechlp.v4i2, June.73908
<![CDATA[This research aimed to evaluate the effectiveness of the Duolingo application in enhancing English vocabulary mastery among junior high school students and to assess their perceptions of the application after using it. The study adopted a quantitative approach, employing a cluster random sampling method and a pre-experimental design. The participants consisted of 22 students from grade 8B at SMP Negeri 3 Mare in Bone Regency, South Sulawesi. Data were obtained through pretests, posttests, and questionnaires that explored students' opinions about Duolingo. A t-test analysis with a significance level of 0.05 revealed a probability value (sig. 2-tailed) of 0.000, which was lower than the threshold. This led to the rejection of the null hypothesis (H0) and acceptance of the alternative hypothesis (H1). The findings concluded that the Duolingo application significantly improves students' vocabulary mastery. Furthermore, students' perceptions of the application were predominantly positive, with most respondents agreeing or strongly agreeing with the statements in the questionnaire.]]>
<![CDATA[CORRELATION AMONG THE STUDENTS’ READING HABITS, PERSONALITY, AND READING COMPREHENSION ]]>
<![CDATA[Irfan, Luthfia Nurhanisa]]>;
<![CDATA[Amin, Fatimah Hidayahni]]>;
<![CDATA[Salija, Kisman]]>
<![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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DOI: 10.26858/jtechlp.v4i2, June.73913
<![CDATA[This research aimed to find a significant correlation among the reading habits, personality, and reading comprehension of students at SMA Negeri 6 Bulukumba. This research applied a quantitative method with a correlational design. There were 35 students as the sample, taken by using the cluster random sampling technique. The data was collected through reading habit and personality questionnaires and reading tests. The results of this research according to correlational analysis showed there was a significant correlation between the independent variables (students' personality and reading habits) and the dependent variable (students' reading comprehension). The sig. F. change value of this research was 0.044 which was less than 0.05 and the R value of 0.422 showed a 'medium' correlation. This research indicated that extroversion and introversion did not significantly impact reading comprehension directly, the combination of reading habits and personality traits showed a meaningful correlation with reading comprehension.]]>
<![CDATA[THE EFFECTIVENESS OF ANIMATION VIDEO IN IMPROVING STUDENTS’ LEARNING INTEREST AT SMP NEGERI 2 SUNGGUMINASA ]]>
<![CDATA[Fuzia, Aldita Anggun]]>;
<![CDATA[Muhayyang, Maemuna]]>;
<![CDATA[Muhalim, Muhalim]]>
<![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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DOI: 10.26858/jtechlp.v4i2, June.73904
<![CDATA[This study aims to determine the effectiveness of using animation video to improve students' learning interests. The research method used was quantitative with a pre-experimental research design. The sample consists of 32 students from class IX.6, selected using a cluster random sampling technique. The data was collected using the questionnaire in the form of pre- and post-questionnaire as the research instrument. The data analysis results show that the use of animation video increased students' learning interest evidenced by the t-test value which is smaller than P (0.001 < 0.05) meaning that Ho is rejected, and Ha is accepted. So, it is concluded that the use of animation video is effective in improving students’ learning interests. Based on those results, it is considered that the use of animation video effectively gave significant results in the learning interest improvement among the students in class IX.6 at SMP Negeri 2 Sungguminasa.]]>
<![CDATA[CHALLENGES IN EFL LEARNING: A STUDY OF FIRST-YEAR STUDENTS AT PRIVATE UNIVERSITIES IN BANGLADESH ]]>
<![CDATA[Islam, Zahirul]]>;
<![CDATA[Ann-Noor, Zebin Tasnim]]>
<![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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DOI: 10.26858/jtechlp.v4i2, June.73909
<![CDATA[This research investigates the key challenges encountered by first-year students studying English as a Foreign Language (EFL) at two private universities in Bangladesh, using firsthand feedback provided by the learners. Adopting a mixed-methods approach that incorporates both qualitative and quantitative techniques, the study uncovers meaningful insights into the academic and linguistic difficulties the students experience. Key challenges found are that students are reluctant to speak, have trouble with pronunciation and understanding, lack enough vocabulary, have writing difficulties and face issues due to cultural differences. These issues reveal a complex relationship among language proficiency, psychological factors, and cultural context. Students also highlighted the essential support teachers can hand with a view to overcoming these barriers, emphasizing the need for more active guidance and assistance. Based on these findings, the study recommends regular assessment of teaching strategies and the implementation of focused support initiatives. In addition, it encourages collaborative efforts among students, instructors, and academic institutions to foster a more effective and inclusive EFL learning environment. The results offer valuable insights for enhancing language education strategies tailored to first-year learners at private universities in Bangladesh.]]>
<![CDATA[AN ANALYSIS OF TYPES OF STUDENTS’ MISBEHAVIORS IN EFL CLASSROOM ]]>
<![CDATA[Kusuma, Dian Indah]]>;
<![CDATA[Talib, Ahmad]]>;
<![CDATA[Farahdiba, Syarifah]]>
<![CDATA[ JTechLP: Journal of Technology in Language Pedagogy Vol 4, No 2, June (2025): JTechLP: Journal of Technology in Language Pedagogy ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/jtechlp.v4i2, June.73898
<![CDATA[This research was conducted at MTS Guppi Pesuloang, involving 16 seventh-grade students and an English teacher as subjects. This research is a qualitative descriptive study that aims to find out the types of student misbehavior that appear in the EFL class. Student misbehavior as a single variable. This research has two instruments, namely the observation checklist and the interview. From the research it was found that there were 7 misbehaviors committed by students in the process of learning English in the classroom during the research, namely 1) Ignoring the uniform rules, 2) Not paying attention to the teacher's explanation, 3) Distrupting classmates, 4) Using google translate, 5) Diverting the conversation from the subject matter, 6) Disobeying teacher's instructions, and 7) Talking too much.]]>
<![CDATA[THE INFLUENCE OF PERSONAL BRANDING IN INCREASING SELF-VALUE AND BUSINESS CREDIBILITY ]]>
<![CDATA[Rezkayanti, Rezkayanti]]>;
<![CDATA[Sunusi, Seny Luhriyani]]>;
<![CDATA[Sakkir, Geminastiti]]>
<![CDATA[ JTechLP: Journal of Technology in Language Pedagogy Vol 4, No 2, June (2025): JTechLP: Journal of Technology in Language Pedagogy ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/jtechlp.v4i2, June.73914
<![CDATA[This research explores the strategies and techniques for building the personal branding of Muhammad Fadel Austyn Ramadhan and Nurannisa Taswin through their personal Instagram accounts. A qualitative approach with a case study was used, using instruments such as checklists, documentation, and literature to evaluate the 8 elements of building personal branding according to Montoya. The results show that both have successfully built strong personal branding, encompassing specialization, leadership, personality, and distinctiveness and highlight the role of speculation in enhancing self-value and credibility on social media.]]>
<![CDATA[EXPLORING STUDENTS' PERCEPTION OF QUESTIONING STRATEGIES USED BY ENGLISH TEACHERS IN THE CLASSROOM AT SMPN 27 MAKASSAR ]]>
<![CDATA[Khatimah, Husnul]]>;
<![CDATA[Korompot, Chairil Anwar]]>;
<![CDATA[Aeni, Nur]]>
<![CDATA[ JTechLP: Journal of Technology in Language Pedagogy Vol 4, No 2, June (2025): JTechLP: Journal of Technology in Language Pedagogy ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/jtechlp.v4i2, June.73905
<![CDATA[This study focuses on students' perceptions of the questioning strategies employed by English teachers at SMPN 27 Makassar. Using qualitative methods, including observation and interviews with 20 students from two different classes, the research examines how students' perceptions influence their understanding, classroom engagement, and critical thinking. The findings indicate that most students hold a positive perception of the questioning strategies used by their teachers. They believe that these strategies help enhance their understanding of the material, foster deeper thinking, and encourage active participation in discussions. Students appreciate questions that require in-depth explanations and those that challenge them to connect new concepts with previously learned material. Many students also noted that the relevance of questions to the lesson content contributed to a more structured and focused learning experience. However, some students expressed the need for more time to think before answering more complex questions, highlighting the importance of pacing in effective questioning techniques. Despite occasional nervousness, students generally found the questioning process motivating, as it increased their confidence in responding and engaging with the class. The variety of questioning strategies used also created an inclusive learning environment, allowing students to feel comfortable and encouraged. Overall, students' positive perceptions underscore the importance of well-implemented questioning strategies in promoting a more interactive and productive learning environment.]]>
