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 TEACHERS IMPLEMENTATION DIGITAL GAMES IN TEACHING ENGLISH VOCABULARY ]]>
<![CDATA[Az-zahra, Fatimah]]>;
<![CDATA[Sofyan, Ryan Rayhana]]>;
<![CDATA[Sally, Fauzan Hari Sudding]]>
<![CDATA[ JTechLP: Journal of Technology in Language Pedagogy Vol 4, No 3, Nov (2025): JTechLP: Journal of Technology in Language Pedagogy ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/jtechlp.v4i3, Nov.78433
<![CDATA[This research was a qualitative case study aimed at investigating how teachers implement digital games in teaching English vocabulary and how these games impact young learners. The research subjects consisted of one English teacher and 20 fifth-grade students at SD Islam Athirah Bukit Baruga. Data were collected through observation checklists, field notes, interviews, and documentation, and were analyzed using four steps: data collection, data condensation, data display, and conclusion drawing/verification. The findings showed that the teacher implemented the Wordwall digital games systematically, starting from preparation, implementation, to evaluation. The use of Wordwall improved students’ vocabulary retention, participation, and confidence in learning English. Although some students preferred traditional methods such as textbooks, most found game-based learning more enjoyable and easier to understand. Challenges such as differences in student ability and technical issues were overcome through teacher support. Overall, digital games had a positive impact on vocabulary learning for young learners.]]>
<![CDATA[THE CORRELATION BETWEEN TEACHERS’ TEACHING STYLE AND STUDENTS’ LEARNING MOTIVATION ]]>
<![CDATA[Sindirella, Putri]]>;
<![CDATA[Samtidar, Samtidar]]>;
<![CDATA[Sakkir, Geminastiti]]>
<![CDATA[ JTechLP: Journal of Technology in Language Pedagogy Vol 4, No 3, Nov (2025): JTechLP: Journal of Technology in Language Pedagogy ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/jtechlp.v4i3, Nov.78439
<![CDATA[This study aims to determine whether there is a significant correlation between teachers' teaching style and students' learning motivation in learning English at SMPN 27 Makassar. The variables in this study consisted of teachers' teaching style as the independent variable (X) and students' learning motivation as the dependent variable (Y). The population of the study was all VIII-grade students of SMPN 27 Makassar, totaling 313 students, with a research sample of 35 students from class VIII.8 selected using the purposive sampling technique. The instrument used was a Likert scale-based closed questionnaire, each consisting of 15 items for teacher teaching style and 16 items for student learning motivation. The data were analyzed using the Pearson product-moment correlation statistical technique to determine the closeness of the correlation between variables. The results of the analysis show that the calculated r count is 0.587, while the r table at the 5% significance level with N = 35 is 0.344. Because r count (0.587) > r table (0.344), it can be concluded that there is a significant correlation between teacher teaching style and student learning motivation. This study concludes that teachers' teaching style has an important role in increasing students' learning motivation.]]>
<![CDATA[ENGLISH TEACHERS’ STRATEGIES IN STIMULATING STUDENTS’ MOTIVATION TO LEARN ENGLISH IN CLASS X SMA NEGERI 19 BULUKUMBA ]]>
<![CDATA[Muslim, Amanda Defasya Asyrah]]>;
<![CDATA[Samtidar, Samtidar]]>;
<![CDATA[Farahdiba, Syarifah]]>
<![CDATA[ JTechLP: Journal of Technology in Language Pedagogy Vol 4, No 3, Nov (2025): JTechLP: Journal of Technology in Language Pedagogy ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/jtechlp.v4i3, Nov.78429
<![CDATA[This study aims to examine the English Teachers’ Strategies in Students’ Motivation to Learn English. This research uses qualitative research by using two instruments, namely interviews and observations. The independent variable of this research is ‘English Teacher Strategy’ and the dependent variable of this research is ‘Students’ English Learning Motivation’. This research was conducted at SMA Negeri 19 Bulukumba, with the research subject being an English teacher who consists of only one person. This research was carried out twice a week, which consisted of conducting the first interview before making observations, then conducting observations and interviews after making observations. The data collection techniques in this study were the interview process, which was recorded later and observation, which used an observation checklist. The results of the study show that there are English teacher strategies in stimulating students' English learning motivation in class X, including Brainstorming and Using Resources for Receiving and Sending Messages. In addition, this study also explains that there are several factors that influence students' learning motivation, especially in English lessons, where English teachers must be more careful in using and applying strategies in teaching.]]>
<![CDATA[THE STUDENTS' SELF-ESTEEM ON THEIR SPEAKING ABILITY ]]>
<![CDATA[Azhari, Ahlam]]>;
<![CDATA[Muhayyang, Maemuna]]>;
<![CDATA[Ariyani, Amra]]>
<![CDATA[ JTechLP: Journal of Technology in Language Pedagogy Vol 4, No 3, Nov (2025): JTechLP: Journal of Technology in Language Pedagogy ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/jtechlp.v4i3, Nov.78434
<![CDATA[This article aimed to determine whether there is a correlation between self-esteem and students’ speaking ability at SMAN 4 Takalar. The study employed a correlational research design. The subjects were 28 twelfth-grade students from class XII MIA 6 at SMAN 4 Takalar during the 2024/2025 academic year, selected through cluster random sampling to collect the necessary data. The data were gathered using a questionnaire and a speaking test. Based on the results of the self-esteem questionnaire, 23 students (82.14%) demonstrated a high level of self-esteem, while 5 students (17.86%) showed a low level. The speaking test results indicated that 12 students (42.86%) performed poorly, and 16 students (57.14%) performed very poorly. The correlation coefficient between students’ self-esteem and their speaking ability was found to be 0.515, which falls within the moderate category. Since the rxy value (0.515) exceeded the rtable value (0.373), the alternative hypothesis was accepted. In conclusion, students’ self-esteem significantly influences their speaking ability at SMAN 4 Takalar. These findings suggest a meaningful correlation between self-esteem and speaking performance. To effectively boost students’ confidence, teachers are encouraged to create a supportive classroom atmosphere, utilize consistent positive reinforcement, and offer frequent speaking opportunities in a nonjudgmental environment with engaging activities.]]>
<![CDATA[THE DOMINANT LEARNING STYLES AMONG ELEVENTH-GRADE STUDENTS AT MAN 1 MAKASSAR ]]>
<![CDATA[L, Sulfitriani]]>;
<![CDATA[Korompot, Chairil Anwar]]>;
<![CDATA[Sakkir, Geminastiti]]>
<![CDATA[ JTechLP: Journal of Technology in Language Pedagogy Vol 4, No 3, Nov (2025): JTechLP: Journal of Technology in Language Pedagogy ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/jtechlp.v4i3, Nov.78440
<![CDATA[This study aims to identify the dominant learning styles among eleventh-grade students at MAN 1 Makassar. A descriptive quantitative research design was used, with data collected through a learning style questionnaire and a speaking performance test. A purposive sample of 30 students participated in the study. The findings show that the auditory learning style was the most preferred, chosen by 14 students (47%), followed by the visual learning style (10 students or 33%) and the kinesthetic learning style (6 students or 20%). These findings suggest that students' learning styles influence their speaking performance and highlight the importance of using varied teaching strategies to support learners with different preferences.]]>
<![CDATA[STUDENTS’ PERCEPTIONS TOWARDS CODE-SWITCHING USES IN ENGLISH CLASS ]]>
<![CDATA[Shalihah, Fadhilah A.]]>;
<![CDATA[Noni, Nurdin]]>;
<![CDATA[Aeni, Nur]]>
<![CDATA[ JTechLP: Journal of Technology in Language Pedagogy Vol 4, No 3, Nov (2025): JTechLP: Journal of Technology in Language Pedagogy ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/jtechlp.v4i3, Nov.78430
<![CDATA[Code-switching, the practice of alternating between languages in communication, is a common feature of multilingual English classrooms. This article examines students’ perceptions of teachers’ code-switching in an Indonesian high school English class and explores the teacher’s reasons for utilizing this practice. Drawing on a descriptive qualitative study at SMAN 1 Takalar with classroom observations and interviews of one teacher and five Grade 10 students, the findings indicate that students generally perceive code-switching positively. They report that the teacher’s strategic switches from English to Indonesian enhance their comprehension of complex material, reduce anxiety, and encourage participation. The teacher employs code-switching intentionally to clarify difficult vocabulary, explain abstract concepts, manage classroom interactions, and ensure inclusive understanding for students of diverse linguistic backgrounds. While both students and the teacher acknowledge the pedagogical benefits of code-switching, they also recognize the importance of not over-relying on the first language so as not to impede English immersion. A balanced, judicious use of code-switching is recommended. These findings underscore the pedagogical value of code-switching as a scaffolding tool in EFL classrooms and highlight the need to consider student perspectives in developing effective bilingual teaching strategies.]]>
<![CDATA[IMPLEMENTING THE TAKE AND GIVE METHOD TO ENHANCE ENGLISH VOCABULARY AMONG STUDENTS ]]>
<![CDATA[Maesyarah, Ummul]]>;
<![CDATA[Muliati, A.]]>;
<![CDATA[Ariyani, Amra]]>
<![CDATA[ JTechLP: Journal of Technology in Language Pedagogy Vol 4, No 3, Nov (2025): JTechLP: Journal of Technology in Language Pedagogy ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/jtechlp.v4i3, Nov.78435
<![CDATA[This study aims to determine whether or not the Take and Give method in enhances English vocabulary among students at SMPS DDI Mattoanging, Bantaeng. Employing a quantitative research approach, the investigation uses a pre-experimental design involving pre-test and post-test evaluations to measure the development of students' vocabulary proficiency. The results indicate a significant improvement, with the average score rising from 49.48 in the pre-test to 86.43 in the post-test. A paired sample t-test was conducted and produced a t-score of 9.728 with a p-value of 0.000, confirming a statistically significant difference between the two sets of scores. Additionally, the normalized gain (N-Gain) analysis yielded an average of 0.6931, suggesting that most students achieved considerable progress. These findings confirm that the Take and Give method is a successful approach for boosting students’ English vocabulary skills.]]>
<![CDATA[AN ANALYSIS OF PARTICIPANTS’ ANXIETY IN SPEAKING AT EZPZ (ELEVATING ZENITHS OF PROFICIENCY AND ZEST) ENGLISH COMMUNITY ]]>
<![CDATA[Manjani, Talin Fania]]>;
<![CDATA[Jabu, Baso]]>;
<![CDATA[Korompot, Chairil Anwar]]>
<![CDATA[ JTechLP: Journal of Technology in Language Pedagogy Vol 4, No 3, Nov (2025): JTechLP: Journal of Technology in Language Pedagogy ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/jtechlp.v4i3, Nov.78426
<![CDATA[This study aims to explore participants’ anxiety in speaking at the EZPZ English Community. This study employed a qualitative descriptive method. The subjects consisted of 22 individuals, referred to as ‘participants,’ who participated in speaking sessions during FEZ activities. Data collection techniques included observation and interviews. The findings revealed two types of symptoms: psychological symptoms (nervousness, worry, difficulty concentrating, and blanking) and physiological symptoms (object touching, trembling, sweating, stammering, and avoiding eye contact). The participants experienced state anxiety and situation-specific anxiety. The contributing factors of anxiety were categorized into linguistic factors (lack of vocabulary, pronunciation, grammar, lack of fluency, and limited exposure to the target language) and non-linguistic factors (communication apprehension and fear of negative evaluation). To overcome anxiety, participants employed four common strategies: preparation, positive thinking, relaxation, and peer seeking, along with a newly uncovered strategy called 'calm retreat.' This study highlights that speaking anxiety is a critical concern not only in formal educational institutions but also in non-formal learning environments. Addressing this issue requires implementing suitable strategies that accommodate individual needs to help learners overcome the barriers preventing them from expressing their opinions.]]>
<![CDATA[ANALYSIS OF ENGLISH TEACHER TEACHING READINESS TOWARDS THE IMPLEMENTATION OF MERDEKA CURRICULUM AT SD INPRES SAMBUNG JAWA 3 MAKASSAR ]]>
<![CDATA[Balawara, Andi Wulan]]>;
<![CDATA[Muhayyang, Maemuna]]>;
<![CDATA[Tahir, Muh.]]>
<![CDATA[ JTechLP: Journal of Technology in Language Pedagogy Vol 4, No 3, Nov (2025): JTechLP: Journal of Technology in Language Pedagogy ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/jtechlp.v4i3, Nov.78496
<![CDATA[The aim of this research is to examine how prepared English teacher is for implementing the Merdeka Curriculum at SD Inpres Sambung Jawa 3 Makassar, focusing on the aspects of lesson plan, execution of lessons, and assessment of learning English. By using qualitative research with a case study design, the researcher conducted interview and non-˗participatory observation with one English teacher at SD Inpres Sambung Jawa 3 Makassar. The results of analysis show that (a) the English teacher in implementing the Merdeka Curriculum has fulfilled availability of learning planning aspect which includes understanding of the Merdeka Curriculum, preparation of lesson plans/teaching modules, and student-centered learning plans, (b) the teacher has fulfilled the readiness and availability in aspects of learning implementation including use of active teaching methods, flexibility in learning and use of media and learning resources, and (c) the teacher has fulfilled availability of learning assessment which includes initial assessment, formative assessment, and summative assessment. From this research, it can be concluded in some points: readiness in preparing lesson plans: the results of the interviews indicate that teacher have demonstrated good readiness in preparing lesson plans. They understand the importance of learning outcomes and can prepare appropriate materials, the readiness in the implementation of learning plan: the use of self-designed teaching modules and the integration of games into the teaching and learning process serve as evidence that teachers are able to create a creative learning environment that aligns with students’ interests, and the last is the readiness in assessment: the teacher readiness to assess their students is also evident. They understand and apply assessments to final exams. The result of this research shows that the English teacher at SD Inpres Sambung Jawa 3 Makassar, have a well-prepared readiness in all aspect of the Merdeka Curriculum in the learning planning aspect, aspect of learning implementation, & learning assessment.]]>
<![CDATA[IMPROVING ENGLISH VOCABULARY THROUGH PEER LEARNING ACTIVITIES ]]>
<![CDATA[Azzahra, Fatimah]]>;
<![CDATA[Muliati, A.]]>;
<![CDATA[Aeni, Nur]]>
<![CDATA[ JTechLP: Journal of Technology in Language Pedagogy Vol 4, No 3, Nov (2025): JTechLP: Journal of Technology in Language Pedagogy ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/jtechlp.v4i3, Nov.78431
<![CDATA[This quantitative study aims to explore the effectiveness of peer learning activities in improving students’ English vocabulary. The research employed a pre-experimental design involving one group pretest-posttest, with participants consisting of 25 eighth-grade students at SMP Negeri 1 Parangloe. Data were collected through vocabulary tests administered before and after the peer learning intervention. The findings indicate a notable improvement in students’ vocabulary mastery. Pretest results showed that 68% of students were in the "Poor" category, with no students achieving "Good" or "Very Good" scores. After the intervention, 40% of students reached the "Good" and "Very Good" categories, while those in the "Poor" range dropped to 32%. The mean score increased from 63.20 to 77.40, with consistent standard deviation and low standard error, indicating reliable results. The N-Gain score of 0.38 classified the vocabulary improvement as "Average." Furthermore, the paired sample t-test yielded a Sig. (2-tailed) value of 0.000, which is lower than 0.05, leading to the rejection of the null hypothesis (H₀) and acceptance of the alternative hypothesis (H₁). In conclusion, peer learning activities have a statistically significant and positive effect on enhancing students’ English vocabulary skills, although some students may still require additional support for further improvement.]]>
