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[STUDENTS’ DIFFICULTIES IN MEMORIZING ENGLISH VOCABULARY ]]>
<![CDATA[Zalsabilla, Fira Rizky Suciana]]>;
<![CDATA[Jefry, Riny]]>;
<![CDATA[Amin, Fatimah Hidayahni]]>
<![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.76799
<![CDATA[This research aims to explore the difficulties of Business English Communication students in memorizing English vocabulary and explore the strategies used to overcome these difficulties. Vocabulary mastery is essential for language proficiency, yet students often struggle due to several factors. The research objectives include identifying key challenges and exploring effective strategies students use to overcome them. This research uses a descriptive qualitative method with interview and observation data collection techniques, collecting data focused on the meaning and subjective experiences of 4th-semester Business English students in the process of memorizing English vocabulary by involving 6 students. The results show that students have difficulty in memorizing vocabulary in 8 factors: Mispronunciation, Misspelling, The Length of Vocabulary, Multiple Meanings Cause Confusion, Difficult Recognition in Similar Words, Lack of Identifying While Listening, Unfamiliar Words, and Misunderstanding in Catching Non-verbal Cues While Speaking. Despite these obstacles, students utilize strategies such as repetitive practice, contextual learning, and digital tools to enhance vocabulary retention. Conclusions indicate that while students employ effective strategies, long-term retention remains a challenge without consistent practice. Recommendations include providing more practice opportunities, emphasizing phonetics in learning, integrating vocabulary into real-life contexts, and encouraging the use of technology for self-directed learning. These approaches can significantly improve students' vocabulary acquisition and overall language proficiency.]]>
<![CDATA[THE TRANSLATION QUALITY OF SENIOR HIGH SCHOOL STUDENTS IN TRANSLATING NARRATIVE TEXT ]]>
<![CDATA[Khairiyah, Nabila Ananda]]>;
<![CDATA[Abduh, Amirullah]]>;
<![CDATA[Tahir, Muh.]]>
<![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.60069
<![CDATA[This study aims to determine the quality of the translation of high school students in translating narrative texts. The researcher used a mixed method triangulation research method (quantitative-qualitative). To achieve the research objectives, the data collected is the result of tests and interviews. The subjects of this study were 28 students of class IX of SMAN 6 Maros in class IX of Cross Interests in English. The interviews were given to 7 students who produced high and medium translation quality. The results of this study indicate that the translation quality of students is of very low quality with an average value of 47.46. Only 5 of 28 students produced high-quality translations with a percentage of 100%, 2 of 28 students produced medium-quality translations with a percentage of 68% and 21 of 28 students produced very low-quality translations with a percentage of 33%. Based on the interview results, it can be concluded that 4 factors caused 7 students to produce high and medium-quality translations. The four factors are; a. The factor of interest in English so that it has a lot of known English vocabulary; b. From the habit factor, in this case, the average student likes to listen to English songs and watch films from abroad that use English; c. Some students have studied English outside of school hours so that the student's English proficiency is higher than other students; d. The narrative text that the researcher uses for the test is a text that is very familiar among students because the text is adapted from cardboard films which are liked by almost all people.]]>
<![CDATA[THE IMPACT OF THE MBKM PROGRAM ON ENGLISH LANGUAGE EDUCATION STUDY PROGRAM STUDENTS’ SELF-CONFIDENCE IN TEACHING ENGLISH ]]>
<![CDATA[Melinda, Melinda]]>;
<![CDATA[Ariyani, Amra]]>;
<![CDATA[Asriati, Asriati]]>
<![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.76790
<![CDATA[This research aims to find the impact of the MBKM program on increasing students' confidence in teaching English, focusing on students in the Merdeka Belajar Kampus Merdeka (MBKM), especially the AJARMI program, batch 3, in the English Language Education Study Program, Faculty of Language and Literature, Universitas Negeri Makassar. The study involved a sample of 10 AJARMI students selected through purposive sampling. Using a qualitative approach, data were collected through interviews and analyzed descriptively. The results show that the MBKM program has a positive and significant effects on students' confidence in teaching English. This increase in confidence is evident in various aspects, such as communication skills, classroom management, creating a positive learning atmosphere, the ability to give feedback, student evaluation, and teaching readiness. Furthermore, the program contributes to the development of students' personal behavior in teaching.]]>
<![CDATA[USING AUDIO-VISUAL MEDIA IN THE FORM OF LEARNING VIDEO TO IMPROVE THE LISTENING ABILITY OF THIRD-GRADE STUDENTS OF SMP NEGERI 4 MENGKENDEK ]]>
<![CDATA[Octavia Kala’allo, Teresia]]>; Talib, Ahmad;
<![CDATA[Muliati, Andi]]>
<![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.v1i1.77455
<![CDATA[This pre-experimental research aims to identify whether using audio-visual media in the form of learning videos can improve the listening ability of third-grade students of SMP Negeri 4 Mengkendek. The released fickle in this research is a learning video while the contingent fickle listens to ability. The inhabitant in this investigation was every third-grade learner of SMP Negeri 4 Mengkendek, as many as 5 classes, while the sample was class III. A with 20 students. The research instrument used a listening test; the test given to students consisted of 2, namely a pre-test and a post-test consisting of 30 multiple-choice questions. The data analysis technique is SPSS, built on the proceeds of data coverage, P = 0.001 is smaller than ɑ= 0.05, which means that H0 of this study is refused and H1 is received. So, it should be decided that the application of learning using audio-visual learning videos improves the listening ability of third-grade students of SMP Negeri 4 Mengkendek.]]>
<![CDATA[STUDENTS’ PERCEPTION OF POWERPOINT USE IN VOCABULARY MASTERY ]]>
<![CDATA[Amar, Nurmalayanti]]>;
<![CDATA[Sakkir, Geminastiti]]>;
<![CDATA[Radhiyani, Fitri]]>
<![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.v1i1.77465
<![CDATA[This research aims to find out students’ perception of PowerPoint use in vocabulary mastery at SMPN 17 Makassar especially for ninth-grade students. This research employed a qualitative research design to investigate students’ perception of PowerPoint use in vocabulary mastery. The data was collected through interviews and documentation. The results showed that students' perceptions of the use of PowerPoint applications in their learning English activities are positive. Students perceived that PowerPoint uses benefited them in several ways through engaging their attention, creating an interactive learning atmosphere, sustaining word retention, and increasing students’ practicing time.]]>
<![CDATA[A STUDY ON THE USE OF YOUTUBE AS A MEDIA TO PROMOTE STUDENTS’ AUTONOMOUS LEARNING ]]>
<![CDATA[Sari Ismail, Widya]]>;
<![CDATA[Samtidar, Samtidar]]>;
<![CDATA[Farahdiba, Syarifah]]>
<![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.v1i1.77453
<![CDATA[This research aimed to describe the students’ perceptions of how YouTube promotes students’ autonomous learning. The researchers applied qualitative descriptive methods to achieve the research objective. The instrument used in the data collection was an interview guideline. The subjects of this research were students in English Education Study Program in the 2nd, 4th, and 6th semesters 2019 to 2021 academic years of Universitas Negeri Makassar. The interview sample was 6 students using the purposive sampling technique. Based on the results of this study, the researchers found that YouTube can promote students’ autonomous learning. YouTube is considered flexible, authentic, and motivating as a media to learn. It also enabled students to have the freedom to control their learning prosses. Nevertheless, students face challenges in using YouTube as a media for independent English learning.]]>
<![CDATA[PRACTICING ENGLISH SPEAKING ONLINE INTERNATIONALLY: THE PERCEPTIONS OF INDONESIAN HALLO USERS ]]>
<![CDATA[Naofal Nasir, Rahmat]]>;
<![CDATA[Ariyani, Amra]]>;
<![CDATA[Anwar Korompot, Chairil]]>
<![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.v1i1.77462
<![CDATA[This study aims to ascertain how users think about Hallo (https://www.hallo.ai), a free artificial intelligence (AI) application (app) that enables users to interact with AI teachers to learn languages. Hallo has become increasingly popular among EFL students worldwide as a platform for practicing English. In conducting this study, the researchers used a qualitative descriptive method and collected the data using in-depth interviews with twenty Hallo users from Indonesia who were chosen using a purposive sampling technique. Findings from the data analysis showed that Hallo contributes to the users' increased ability and confidence in speaking English. With Hallo, users can communicate anonymously, get a lot of exposure to others, connect with people who share their goals and are on the same level as them, and come across supportive individuals. Users see English-speaking ability as influenced by two of the indicators of speaking skills: accuracy and fluency. This is because users engage in worldwide online EFL speaking practice with strangers or foreigners and are sensitive to cultural variations. Users impart accurate knowledge, pay less attention to grammar, develop pronunciation, and increase their vocabulary. Users are exposed to interlocutors frequently, their proficiency has an impact on users, users are under the influence of external forces, and users experience issues with their internet connections. In conclusion, users generally had positive perceptions of Hallo's contributions to their improved English-speaking proficiency and confidence. As a result, Hallo could be a fantastic tool for EFL learners to practice speaking.]]>
<![CDATA[THE EFFECT OF ONLINE GAMES AS A MEDIUM TO STUDENTS’ SPEAKING SKILL ]]>
<![CDATA[Wirawati, Nur]]>;
<![CDATA[Jabu, Baso]]>;
<![CDATA[Aeni, Nur]]>
<![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.v1i1.77450
<![CDATA[This study aims to determine the effect of online games as a medium on speaking skills. These 4 fundamental English skills are speaking, listening, reading, and writing. The majority of people prefer speaking as their primary mode of communication. In Indonesia, English is a foreign language limited to classroom learning and is rarely used in everyday life, especially in speaking. So, some students need help with mastering English in speaking. Many students nowadays like playing online games as a hobby because Online Games have a worldwide server, so they can communicate with others using English. Online games have good and bad effects on learning, particularly when learning a new language. Most use online games as learning techniques and a friendly approach to learning English. This quantitative research uses a sample of 30 students at the language and literature faculty of Makassar State University. Data collection in this study used a questionnaire distributed by purposive sampling technique. The data were analyzed using simple linear regression (F-Test) and descriptive statistical analysis techniques. The results showed that the influence of online games on students' speaking ability had an effect of 43.4%. It can also be seen that the average student playing time is 2 hours, with the type of game most often played being FPS (First Person Shooter). Keywords — Effect, Online Game, Speaking Skill. ]]>
<![CDATA[THE EFFECTIVENESS OF DIARY WRITING AS A MEDIUM TO IMPROVE STUDENTS’ MASTERY OF SIMPLE PAST TENSE AT SMPN 15 MAKASSAR ]]>
<![CDATA[Asis, Alya Difa]]>;
<![CDATA[Muliati, A.]]>;
<![CDATA[Muhayyang, Maemuna]]>
<![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.66662
<![CDATA[This study aims to test the effectiveness of using Diary Writing to improve students’ mastery of the Simple Past Tense at SMPN 15 Makassar. It consists of 8 classes and the total population is 216 students. Participants were randomly selected using the random sampling technique, the researcher chose 1 class from 8 classes randomly. The research employed a pre-experimental approach with pre-tests and post-tests. Thirty-one students significantly increased from a pre-test mean score of 33.87 to 87.10 in the post-test. By conducting a paired-sample t-test statistical analysis with a significance level set at α = 0.05, a significant difference between the mean scores of the pre-test and post-test was found (p <0.05) the research supports the hypothesis that employing diary writing effectively enhances the understanding of the Simple Past Tense. These findings underscore the value of using writing diaries as an engaging media for English educators teaching the Simple Past Tense.]]>
<![CDATA[THE USE OF TIKTOK EDUCATIONAL CONTENT AS MEDIA FOR LEARNING ENGLISH PRONUNCIATION ]]>
<![CDATA[HS, Firdayanti]]>;
<![CDATA[Muliati, A.]]>;
<![CDATA[Ariyani, Amra]]>
<![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.76792
<![CDATA[The objective of this study is to ascertain whether the use of TikTok educational content significantly improves the English pronunciation of seventh-grade students at UPT SPF SMPN 27 Makassar. This research employs a pre-experimental design using a one-group pretest-posttest approach. The sample for this study included 30 Students from class 7.2 who were chosen using a purposive sampling technique. Data collection was conducted through a pre-test, treatment consisting of four sessions, and a post-test. The results indicated that the mean score and standard deviation of the pretest were 46.22, categorized as poor, while the post-test score after treatment was 71.33, categorized as good. The percentage improvement from pretest to post-test was 54.32%. Hypothesis testing results showed a significant difference between the pretest and posttest scores, evidenced by a significance value (2-tailed) of 0.001 < 0.05. This signifies that the null hypothesis (H0) is rejected, and the alternative hypothesis (H1) is accepted.]]>
