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[THE USE OF PREZI TO IMPROVE THE LEARNING INTEREST OF 10TH GRADE STUDENTS OF SMAN 1 PAREPARE ]]>
<![CDATA[Kholis, Wahidin Nur]]>;
<![CDATA[Muhayyang, Maemuna]]>;
<![CDATA[Munir, Munir]]>
<![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.56781
<![CDATA[The purpose of this study was to find out students' interest in using Prezi media in learning English, to find out the increasing interest in learning towards the use of Prezi media in learning English in class X SMAN 1 Parepare. This research is a quantitative study using a pre-experimental design, namely One Group Pre-test Post-test Only design. The population in this study were 324 students with sample of class X.1 totaling 25 students selected using cluster random sampling. Data collection techniques are through the distribution of questionnaires and test. The data were analyzed by descriptive analysis and inferential analysis. The results showed that students' interest in learning English with Prezi media for class X.1 SMAN 1 Parepare was in the very good category. It was proved that the mean score of students’ prequestionnaires was 45.56 and the mean score of students’ postquestionnaires was 56.80. From that data, it could be concluded that the use of Prezi medium could improve students’ learning interest.]]>
<![CDATA[INSPIRING TEACHERS FROM THE SPECTACLES OF STUDENTS AT MAN 1 BARRU ]]>
<![CDATA[Azizah, Nur Wafiq]]>;
<![CDATA[Samtidar, Samtidar]]>;
<![CDATA[Korompot, Chairil Anwar]]>
<![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.66654
<![CDATA[This research aimed to identify the characteristics of Inspiring Teachers in the Spectacles of Students. This research used a quantitative method. The sample in this research were students of class X.1 and XI MIPA 1 Madrasah Aliyah Negeri 1 Barru. This class was selected as participants using cluster random sampling techniques. This research instrument used a questionnaire using Skala Likert techniques to determine the characteristics of Inspiring Teachers. Overall, all students strongly agreed with these characteristics, the highest score was 3.63 and the lowest score was 3, 32. where the average score on each question is above 3.25, which means it falls into the strongly agree category and three characteristics are most often chosen by students, namely 1) inspiring teachers have broad-minded characteristics with the highest score of 3.63. 2) conveying learning in a fun way so that learning in class is not boring with the highest score of 3.61. 3) Inspirational teachers can provide new insights and directed and meaningful learning for students with the highest score of 3.60. Therefore, it can be concluded that the characteristics of inspiring teachers based on experts are highly approved by MAN 1 Barru students.]]>
<![CDATA[USING THE WATTPAD APPLICATION TO IMPROVE STUDENTS’ READING COMPREHENSION ]]>
<![CDATA[Asir, Niftahul Jannah]]>;
<![CDATA[Farahdiba, Syarifah]]>;
<![CDATA[Sofyan, Ryan Rayhana]]>
<![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.68354
<![CDATA[The objective of this research was to find out whether using the Wattpad application improves students’ reading comprehension. The researcher applied pre-experimental research which employed one-group pre-test and post-test. The participants of this research were from the VIII-B1 class of UPT SPF SMP Negeri 5 Makassar which consisted of 35 students who were determined using random sampling techniques. The research instrument used was multiple choice reading comprehension: narrative text. The pre-test and post-test results using the Wattpad application in developing students’ reading comprehension after being analyzed using the significant test formula show that the t-test value was 8.043 > t-table value 1.685. As a result, the null hypothesis (H0) was rejected and the alternative hypothesis (H1) was accepted. After analyzing the n-gain value, the results show that using the Wattpad application is classified as average. In conclusion, using the Wattpad application improves students’ reading comprehension in identifying the main idea, identifying supporting details, understanding vocabulary, identifying references, and making inferences.]]>
<![CDATA[COMMUNICATION STYLES OF BEC STUDENTS TOWARDS THE USE OF SOCIAL MEDIA ]]>
<![CDATA[Anastasia, Anastasia]]>;
<![CDATA[Sunusi, Seny Luhriyani]]>;
<![CDATA[Novia, Lely]]>
<![CDATA[ JTechLP: Journal of Technology in Language Pedagogy Vol 4, No 2, July (2025): JTechLP: Journal of Technology in Language Pedagogy ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/jtechlp.v4i3, Sept.76798
<![CDATA[This study aims to find out the communication styles used by BEC students on social media and the ways the communication styles used by BEC students on social media platforms affect their communication in terms of language use. This study used a qualitative descriptive research design, involving BEC students with data collection techniques using questionnaires, interviews, and content analysis observations. The results show that there are two communication styles most widely used by BEC students on social media, namely assertive and passive communication styles. This study also identified the language functions involved in each communication style, such as expressing opinions politely, listening and observing, and expressing discomfort or disagreement. BEC students need to consider the communication style that suits the situation and purpose of their communication on social media, and use language appropriately and effectively.]]>
<![CDATA[STUDENTS’ PERCEPTION OF TEACHER-MADE VIDEOS DURING ONLINE LEARNING ]]>
<![CDATA[Ruslan, Zumrah Magfirah]]>;
<![CDATA[Muhayyang, Maemuna]]>;
<![CDATA[Sofyan, Ryan Rayhana]]>
<![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.60068
<![CDATA[This study aims to explore students’ perceptions of teacher-made videos during online learning. The researcher applies a descriptive qualitative method to achieve the research objective. The data were collected in the form of interviews. The subjects of the research were 30 students of grade IX SMP Negeri 1 Bulukumba academic 2021/2022. The subjects were chosen by using a simple random technique. Based on the result of the study, students’ perceptions are divided into positive and negative perceptions. The positive perceptions include interesting and motivating, easy to understand, helpful, and improved English skills. The negative perceptions include a lack of interaction, a bad internet connection, and the placement of the camera. Based on the findings, it can be concluded that students’ perceptions are dominated by positive perceptions toward teacher-made videos during online learning. However, there are also negative perceptions stated by students.]]>
<![CDATA[ENGLISH AS A FOREIGN LANGUAGE (EFL) TEACHERS’ PERCEPTIONS ON DIFFERENTIATED INSTRUCTION AT SMPN 49 MAKASSAR ]]>
<![CDATA[Mirwan, Husnul Khatimah]]>;
<![CDATA[Korompot, Chairil Anwar]]>;
<![CDATA[Fauzan, Muh. Miftah]]>
<![CDATA[ JTechLP: Journal of Technology in Language Pedagogy Vol 4, No 2, July (2025): JTechLP: Journal of Technology in Language Pedagogy ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/jtechlp.v4i3, Sept.76789
<![CDATA[This study investigates the perceptions and practices of English as a Foreign Language (EFL) teachers regarding differentiated instruction at SMPN 49 Makassar. Using a qualitative descriptive methodology, data were collected through interviews, classroom observations, and document analysis. The findings reveal varying levels of understanding and implementation among teachers, highlighting the challenges and benefits of differentiated instruction. While some teachers demonstrate advanced strategies tailored to student needs, others adopt a more generalized approach. The study underscores the necessity of comprehensive teacher training and institutional support to maximize the potential of differentiated instruction within the Merdeka Curriculum framework.]]>
<![CDATA[THE EFFECT OF MIND MAPPING TECHNIQUE ON LEARNING MOTIVATION OF EFL LEARNERS ]]>
<![CDATA[Indani, Nirfa]]>;
<![CDATA[Sakkir, Geminastiti]]>;
<![CDATA[G, Hasriani]]>
<![CDATA[ JTechLP: Journal of Technology in Language Pedagogy Vol 4, No 2, July (2025): JTechLP: Journal of Technology in Language Pedagogy ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/jtechlp.v4i3, Sept.76797
<![CDATA[This study aims to examine the improvement of learning motivation in students after the application of the mind mapping technique. The researcher applied a pre-experimental method, and to achieve the research objectives, data collection was conducted through a pre-test, post-test, and questionnaire. The population in this study was 11th-grade students at SMPN 1 Tellu Limpoe, and the sample consisted of 30 students determined using the cluster random sampling technique. The research results show that: ) The impact of the mind mapping technique on learning motivation after the same test, namely the T-test, shows a probability value of 0.001 significantly lower than the significance level (0.05), and after being analyzed with N-Gain, shows that the increase in student learning motivation is classified as an increase with a percentage increase of 27.71%. It can be concluded that the use of the mind mapping technique has a significant impact on learning motivation in students.]]>
<![CDATA[THE USE OF GAMIFICATION TO MOTIVATE STUDENTS IN LEARNING ENGLISH ]]>
<![CDATA[Ayu, Sindi Putri]]>;
<![CDATA[Dollah, Syarifuddin]]>;
<![CDATA[G, Hasriani]]>
<![CDATA[ JTechLP: Journal of Technology in Language Pedagogy Vol 4, No 2, July (2025): JTechLP: Journal of Technology in Language Pedagogy ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/jtechlp.v4i3, Sept.76788
<![CDATA[This study focuses on the issue of students' lack of motivation to learn English and how the use of gamification as an approach to enhance motivation. The aim of this research was to determine whether or not the use of gamification through platforms such as Kahoot and Quizizz can motivate students in English language learning. The method employed was descriptive qualitative, involving observations and interviews with students ninth grades in three classes of SMP Kartika XX-2. Nine students became the source persons to be interviewed about their opinions on gamification. The results indicate that students feel more motivated after using these gamification tools in the learning process. The conclusion of this research states that gamification can be an effective strategy for increasing student motivation in learning English.]]>
<![CDATA[USING FLIPPED LEARNING MODEL IN TEACHING LISTENING COMPREHENSION TO THE STUDENTS IN SMAN 6 MAROS ]]>
<![CDATA[Riani, Nindi Rika]]>;
<![CDATA[Jabu, Baso]]>;
<![CDATA[Talib, Ahmad]]>
<![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.56786
<![CDATA[New technologies have given students better ways to invest more productive time in class, such as listening classes. This study focuses on the effect of flipped learning on students' listening comprehension. Its objectives are to evaluate students' reactions to the flipped learning paradigm and to examine the effectiveness of flipped learning in enhancing high school students English listening skills. Quantitative research methodologies were used in this experiment. The outcomes demonstrated that the flipped learning methodology at SMA Negeri 6 Maros increased students' English listening abilities. Based on the questionnaire, students have a positive view of learning English with the flipped learning model. They agreed that using the flipped learning model made them more active in class. The results of this study can be very helpful in guiding the teaching of listening comprehension for high school teachers and improving listening comprehension for high school students.]]>
<![CDATA[THE IMPLEMENTATION OF MERDEKA CURRICULUM IN LEARNING ENGLISH AT MTSN 1 MAKASSAR ]]>
<![CDATA[Putri, Nurkadri Raja]]>;
<![CDATA[Ariyani, Amra]]>;
<![CDATA[Fauzan, Muh. Miftah]]>
<![CDATA[ JTechLP: Journal of Technology in Language Pedagogy Vol 4, No 2, July (2025): JTechLP: Journal of Technology in Language Pedagogy ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/jtechlp.v4i3, Sept.76787
<![CDATA[This research aims to find out the implementation of the Merdeka Curriculum in English language learning at school. The method used is descriptive qualitative with data collection techniques through observation and interviews. The research subjects consisted of two English teachers from MTsN 1 Makassar who were selected using purposive sampling. Based on the 3 stages of the research, the results show that, (1) Planning: Teachers prepare learning outcomes, flow of learning objectives, criteria for achieving objectives, learning modules, semester and annual programs, and analyze the Merdeka curriculum assessment system. Assessments encompass knowledge (oral tests and assignments), attitudes (observations), and skills (performance-based evaluations such as presentations and discussions). While both teachers showed good planning efforts, one demonstrated more thorough preparation than the other; (2) Implementation: Challenges include limited lesson hours for English. Despite this, students actively engaged in learning activities, such as quizzes and discussions, showing mastery of the material. Among the teachers observed, one (class VIII teacher) excelled in implementing the curriculum in alignment with the Pancasila profile; and (3) Evaluation: Teachers conduct formative and summative assessments effectively, fostering increased student activity and class participation. Merdeka Curriculum provides flexibility in teaching, allowing teachers to adapt materials according to student needs. Observations showed that teachers implemented an interactive learning approach, while interviews revealed the challenges and strategies faced in implementing the curriculum. This study concludes that despite the challenges, implementing the Merdeka Curriculum can increase student engagement in English language learning.]]>
