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[IMPROVING STUDENTS’ READING COMPREHENSION THROUGH QUESTION-AND-ANSWER RELATIONSHIP (QAR) AT MAN 2 KOTA MAKASSAR ]]>
<![CDATA[Fatmiah Utami, Andi Rachma]]>;
<![CDATA[Salija, Kisman]]>;
<![CDATA[Sultan, Sultan]]>
<![CDATA[ JTechLP: Journal of Technology in Language Pedagogy Vol 1, No 1: March (2022) JTechLP: Journal of Technology in Language Pedagogy ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/jtechlp.v1i1.77459
<![CDATA[This study is a pre-experimental research that aims to find out the use of Question-and- Answer Relationship (QAR) to improve students’ reading comprehension ability. The participants were the students of XI MIPA 1 MAN 2 Kota Makassar for the academic year 2021/2022 with as many as forty-four students. Cluster random sampling was used as the way of selecting the sample and a reading test was administered as the way of collecting data. The result showed that the score of students’ reading comprehension tests were increasing after conducting QAR in the reading class. The mean score of students’ reading comprehension test before and after applying the QAR strategy improved by 35.96%. This means that the students’ reading comprehension ability can be improved by using Question and Answer Relationships as a teaching strategy in reading class.]]>
<![CDATA[USING ISLAMIC VIDEOS ON YOUTUBE TO IMPROVE JUNIOR HIGH SCHOOL STUDENTS' ENGLISH VOCABULARY MASTERY ]]>
<![CDATA[Jasmia, Jasmia]]>;
<![CDATA[Anwar Korompot, Chairil]]>;
<![CDATA[Atmowardoyo, Haryanto Atmowardoyo]]>
<![CDATA[ JTechLP: Journal of Technology in Language Pedagogy Vol 1, No 1: March (2022) JTechLP: Journal of Technology in Language Pedagogy ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/jtechlp.v1i1.77454
<![CDATA[This research aims to discover whether applying Islamic videos on YouTube might increase junior high school students' English vocabulary mastery. This research used a pre-experimental method with a one-group pre-test and post-test design and a questionnaire. The study population was 40 grade 8 students at SMP IT Nurul Fikri Makassar, South Sulawesi, in the 2021–2022 academic year. The respondents were recruited using a random sampling technique. The research instruments were a vocabulary test administered as a post-test and a pre-test, and a questionnaire. In analyzing the data, descriptive statistics was used. The post-test mean score was 84.5455; which shows that the post-test mean score was more significant than the pre- test mean score (68.6364). Of the percentage of students’ perceptions while using Islamic videos on YouTube, 85% answered yes, and only 15% answered no. Furthermore, the value of this study (0.001) was lower than the alpha level (0.05). These mean that H1 is accepted and H0 is rejected. Consequently, Islamic videos on YouTube could be used as medium to improve the students' English vocabulary mastery in grade 8 of SMP IT Nurul Fikri Makassar.]]>
<![CDATA[THE USE OF CODE-SWITCHING BY ENGLISH TEACHERS IN VOCATIONAL HIGH SCHOOL ]]>
<![CDATA[Kirana, Haritsah Ayu]]>;
<![CDATA[Muhayyang, Maemuna]]>;
<![CDATA[Radhiyani, Fitri]]>
<![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.76796
<![CDATA[The purpose of this research is to identify the types and functions of code-switching that English teachers employ. The descriptive qualitative method was used to gain the data. This research was conducted at SMK Negeri 6 Makassar at the X Culinary Art 1 and X Cosmetology 1. The data were collected from observation and interviews with the teachers. Based on the research’s findings, English teachers in vocational high school used code-switching in 80 cases. The researcher discovered that (1) intra-sentential code-switching was the most common type, and (2) teachers mostly used code-switching to manage the class by questioning students about related material to keep them focused or giving instructions to do activities. Therefore, it may be concluded that code-switching can encourage students to use English more often and is considered an effective strategy in the English classroom.]]>
<![CDATA[AN ANALYSIS OF THE SPEECH ERRORS UTTERED IN HIHO KIDS YOUTUBE VIDEOS ]]>
<![CDATA[Chairunnisa, Annisa]]>;
<![CDATA[Talib, Ahmad]]>;
<![CDATA[Tahir, Muhammad]]>
<![CDATA[ JTechLP: Journal of Technology in Language Pedagogy Vol 1, No 1: March (2022) JTechLP: Journal of Technology in Language Pedagogy ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/jtechlp.v1i1.77464
<![CDATA[This study aimed to find what types of speech errors uttered and investigate the dominant types of speech errors were uttered in HiHo Kids YouTube videos. This research approach was descriptive qualitative. The data sources in this study came from fifteen videos on HiHo Kids YouTube. Data were described based on the theory of Clark and Clark (1977). The results of the research showed that: (1) There were seven types of speech errors based on Clark and Clark’s theory. There were 98 speech errors uttered by 15 videos, consisting of 23 silent pauses, 27 filled pauses, 21 repeats, 1 retraced false start, 3 corrections, 2 stutters, and 21 interjections. (2) The most dominant error was filled pause, which consists of 27 utterances. Based on the results above, it can be concluded that speech errors uttered by the kids were normal because they did not use any script, they spoke spontaneously, and the listener can understand what the speaker said.]]>
<![CDATA[AN ANALYSIS ON STUDENTS’ ERRORS OF ENGLISH PRONUNCIATION FOR SILENT LETTERS ]]>
<![CDATA[Syaiful, Muhammad]]>;
<![CDATA[Sakkir, Geminastiti]]>;
<![CDATA[Sunra, La]]>
<![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.66661
<![CDATA[Based on the result of the analysis, the researcher concludes that the students made errors in the pronunciation of the words containing silent letters. After analyzing all the data obtained, the researcher found word types of error made by students in Culinary 2 of SMKN 6 MAKASSAR in pre-systematic errors and systematic errors. The dominant type of student pronunciation error is a pre-systematic error. when the researcher analyzed the students' errors directly, the fact is that they did not realize their errors at all. Moreover, the students were not fully aware of evaluating and correcting their pronunciation. It can be concluded, that in pre-systematic errors, the students were at the stage of random guessing where they were vaguely aware of the rules. The students were unaware of some rules because they had no guidance about words in silent letters. Students themselves cannot explain how the error occurred. They could not correct it in silent letters even though the researcher pointed it out. Besides, in the systematic error, the students are familiar with silent letter words but they do not know when or how to apply them in a sentence. The students do not know the silent letter rule in pronunciation, and how to pronounce the words in the silent letters.]]>
<![CDATA[THE USE OF KNOW WANT TO LEARN (KWL) METHOD IN IMPROVING STUDENT’S LEVEL OF READING COMPREHENSION IN SENIOR HIGH SCHOOL ]]>
<![CDATA[Musliha, Rina]]>;
<![CDATA[Jabu, Baso]]>;
<![CDATA[Munir, Munir]]>
<![CDATA[ JTechLP: Journal of Technology in Language Pedagogy Vol 1, No 1: March (2022) JTechLP: Journal of Technology in Language Pedagogy ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/jtechlp.v1i1.77458
<![CDATA[The purpose of this research was to determine the use of the KWL method in improving students' level of reading comprehension in senior high school. This research uses quantitative methods in pre-experimental classes as a research strategy. The respondents of this research were 10th-grade students of SMAN 11 Makassar in the odd semester of the 2022/2023 academic year. Respondents were selected randomly to analyze the use of the KWL method in improving students' reading comprehension levels. The instrument of this research is Pre-test, Treatment, and Post-test. Outcomes of data analysis found, that there was an effect of using the KWL method in improving the level of students' reading comprehension and students' responses to the use of the KWL method in learning reading comprehension through Pre-test, treatment, and Post-test were seen to increase. The average score of the students' Pre-test was in the "poor" category, while after the treatment, an average score for the Post-test was categorized as "good". The Post-test mean score after treatment is higher than the Pre-test mean.]]>
<![CDATA[THE USE OF BOARD RACE GAME AS AN ALTERNATIVE STRATEGY IN MASTERING VOCABULARY ]]>
<![CDATA[Muhaimin, Ahmad]]>;
<![CDATA[Samtidar, Samtidar]]>;
<![CDATA[Ariyani, Amra]]>
<![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.60093
<![CDATA[This study aims to determine the use of the Board Race Game as an alternative strategy to improve students' vocabulary mastery in learning English. This study used a pre-experimental approach with a total sample of 33 students of class VIII A at SMPN 4 Sungguminasa. In this study, data collection was carried out by conducting pre-test and post-test. The results of the data analysis showed that the use of the Board Race Game as an alternative strategy can improve students' vocabulary mastery. 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 Board Race Game can improve students' vocabulary in class VIII A at SMPN 4 Sungguminasa.]]>
<![CDATA[STUDENTS’ PERCEPTION OF THE ROLE OF TEACHING STRATEGIES ON STUDENTS’ ENGLISH LEARNING MOTIVATION ]]>
<![CDATA[Nur, A. Dwi Anugrah]]>;
<![CDATA[Muliati, A.]]>;
<![CDATA[Muhalim, Muhalim]]>
<![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.68358
<![CDATA[There are two objectives in this study, namely: 1) to find out how teaching strategies motivate students in English classes. 2) students' perceptions regarding the role of teaching strategies on their English learning motivation. This research is a type of mixed qualitative and quantitative research (mixed method) that employs a standard survey method for quantitative data collection and a descriptive method for qualitative data collection in order to determine how and what students think about the role of teachers' teaching strategies on students' motivation to learn English. The study's participants were students in grades 10 A and 10 B at SMK Negeri 2 Soppeng, and it used two types of instruments: Google Forms and interviews. The snowball technique was employed for interview sampling, with the first student chosen by the English teacher who taught in both classes, followed by the first interviewee, and so on. 1) The study's findings demonstrated that teaching strategy is one of the primary elements influencing students' learning motivation. Teachers must be highly skilled and creative in order to motivate pupils to be more active and involved in their education. This study reveals that the majority of positive facts from students indicate that English teachers who teach in the two classes have been able to motivate students to interact and build a sense of passion. 2) As a result of detailing the three types of teaching tactics used by the teacher, the students experienced a variety of benefits that improved the efficacy of their learning. Furthermore, it can boost students' passion for studying and give them the impression that learning English will have a significant impact on their lives in the long run.]]>
<![CDATA[TEACHERS’ ROLE IN TEACHING ENGLISH ONLINE CLASSES DURING THE PANDEMIC ]]>
<![CDATA[Fahranah, Riqah]]>;
<![CDATA[Atmowardoyo, Haryanto]]>;
<![CDATA[Samtidar, Samtidar]]>
<![CDATA[ JTechLP: Journal of Technology in Language Pedagogy Vol 1, No 1: March (2022) JTechLP: Journal of Technology in Language Pedagogy ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/jtechlp.v1i1.77451
<![CDATA[This study aims to determine the role of teachers in teaching English during the pandemic. This study used the descriptive qualitative method. The research data were collected through interviews. The subjects of this study were English teachers at SMA Negeri 3 Makassar 3 people who had met the criteria determined by the study. The results of the data analysis found that (1) there were several roles used by teachers in teaching online English classes during the pandemic, among others, the teacher as a facilitator, namely providing explanations and examples described through pictures, the teacher as a driver providing support to students to appreciate student learning efforts in the classroom. Then, the teacher, as a model, reminds us to maintain health and provides the material with enthusiasm and confidence. Motivate students in learning English, and control students in the classroom with the rules given by the teacher (2) there are several media or applications that teachers use in teaching online classes during a pandemic, among others, using learning media through videos and pictures and the applications used are Microsoft Teams, Google Meet, and Google Classroom.]]>
<![CDATA[TEACHER’S PERCEPTION OF THE IMPLEMENTATION OF HIGHER ORDER THINKING SKILLS (HOTS) IN ELT PROCESS ]]>
<![CDATA[Bulkis, Iin]]>;
<![CDATA[Abduh, Amirullah]]>;
<![CDATA[Sakkir, Geminastiti]]>
<![CDATA[ JTechLP: Journal of Technology in Language Pedagogy Vol 1, No 1: March (2022) JTechLP: Journal of Technology in Language Pedagogy ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/jtechlp.v1i1.77460
<![CDATA[This study aimed to determine the implementation of HOTS in the ELT process in the 8th grade of UPT SPF SMPN 27 Makassar and to determine the perception of the 8th grade English teacher of UPT SPF SMPN 27 Makassar regarding the implementation of HOTS in the ELT process. The researchers applied a qualitative descriptive method. The research data were collected through observation, interviews, and documentation. The subjects of this study were two English teachers who teach in grade 8 of UPT SPF SMPN 27 Makassar. The results of data analysis found that (1) the implementation of HOTS in grade 8 of UPT SPF SMPN 27 Makassar has been implemented very well by the teacher in the classroom (2) the teacher's perception of HOTS is positive based on the implementation, language development, and student enthusiasm.]]>
