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[THE DIALOGUE – BASED ENGLISH WORKSHEET ENHANCES STUDENTS’ SPEAKING SKILLS ]]>
<![CDATA[Nurlia, Nurlia]]>;
<![CDATA[Dollah, Syarifuddin]]>;
<![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.78436
<![CDATA[This research attempts to find out the use of dialogue-based English worksheets in fostering students' speaking skills. A quantitative approach with a pre-experimental research design was used in this study. The sample of the study consisted of 29 students of class X.E.3 who were selected using a cluster sampling technique. Pre- and post-tests were used to gather data. The t-test value was less than P (0.000 <0.05), showing that H0 is rejected and H1 is accepted. The data analysis results showed that the use of dialogue-based English worksheets significantly enhanced students' speaking abilities. Therefore, it can be said that the usage of dialogue-based English worksheets in class X.E.3 at SMAN 4 Maros is helpful in improving students' speaking abilities in English classes. By providing realistic conversation scenarios, dialog-based English worksheets help students improve their writing skills and allow them to practice writing in an authentic context. Through this exercise, students can develop confidence, communication skills, and a sense of self-esteem by using the right expressions and tone. In addition, these worksheets encourage active interaction between students and teachers so that students feel comfortable sharing their thoughts and spontaneous responses in English.]]>
<![CDATA[DEVELOPMENT OF RELEVANT AND INTERESTING ENGLISH TEACHING MATERIALS FOR ELEMENTARY SCHOOL STUDENTS ]]>
<![CDATA[Al-Faj'rii, Nurul Hasana Lail]]>;
<![CDATA[Korompot, Chairil Anwar]]>;
<![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.78427
<![CDATA[This study aims to identify relevant and interesting English teaching materials for elementary school students and analyze their impact on students' motivation and learning outcomes. This study employs a qualitative and quantitative method (mixed method) with participants consisting of the fifth-grade students at SDN 2 Sawerigadi. The data were collected through observations, interviews, and questionnaires and were analyzed descriptively. The findings indicate that the use of relevant and interesting teaching materials positively contributes to students' motivation in learning. The implemented strategies of developing teaching materials include the use of visual media, interactive learning methods, the selection of themes relevant to students' daily lives, and the adaptation to different learning styles (visual, auditory, kinesthetic). The positive impact is evident in the increase in students' learning motivation, as reflected in their active participation in class and improved learning outcomes. Questionnaire data show that after using the developed teaching materials, most students experienced better comprehension and academic progress. Therefore, it can be concluded that relevant and interesting teaching materials can enhance elementary school students' motivation and learning outcomes in English language learning. ]]>
<![CDATA[BARRIERS TO ONLINE ENGLISH LEARNING AMONG SECONDARY STUDENTS DURING THE COVID-19 PANDEMIC IN INDONESIA ]]>
<![CDATA[Tanasal, Amanda Amelia]]>;
<![CDATA[Munir, Munir]]>;
<![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.78432
<![CDATA[This study aims to explore the barriers faced by Indonesian secondary education students in learning English through online platforms during the COVID-19 outbreak. Employing a qualitative descriptive approach, data were gathered through semi-structured interviews with five students from SMA Negeri 13 Makassar using a snowball sampling technique. The findings reveal seven key barriers: lack of clear instruction and limited teacher engagement, excessive assignment loads with minimal explanation, limited digital literacy among students and teachers, unstable internet connectivity, poor communication and delayed teacher responses, low student motivation, including psychological and emotional challenges, and an unsupportive home learning environment. These interrelated barriers significantly hindered students' ability to engage meaningfully in online English learning. The study highlights the importance of clear instructional design, digital competence, consistent communication, and supportive learning environments in ensuring effective online education. The findings are expected to inform future educational strategies and policies for more equitable and accessible English language learning, especially during times of crisis.]]>
<![CDATA[STUDENTS’ PERCEPTIONS AND CHALLENGES TOWARD THE USE OF SMALL GROUP DISCUSSION METHOD: A STUDY IN EZPZ ENGLISH COMMUNITY ]]>
<![CDATA[Hursan, Nur Husfiratie Hikmah Binti]]>;
<![CDATA[Munir, Munir]]>;
<![CDATA[G, Hasriani]]>
<![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.78437
<![CDATA[This study explores students' perceptions and challenges related to the use of the Small Group Discussion (SGD) method in a non-formal English learning context, specifically in the EZPZ English Community in Makassar, Indonesia. Using a qualitative descriptive approach, data were collected through in-depth interviews with nine students from three different proficiency levels: beginner, basic, and intermediate. The findings reveal that most students have a positive perception of SGD, appreciating the enjoyable learning atmosphere, increased confidence, and opportunities for interaction. However, several challenges also emerged, such as dominant participants, a lack of vocabulary, and difficulties understanding discussion topics. These challenges are categorized into internal and external factors. The study emphasizes the importance of ability-based grouping in enhancing student comfort and engagement during SGD in non-formal education settings.]]>
<![CDATA[EFL STUDENTS’ PERCEPTIONS OF USING YOUTUBE VIDEOS FOR VOCABULARY MASTERY ]]>
<![CDATA[H, Khairuddin]]>;
<![CDATA[Sofyan, Ryan Rayhana]]>;
<![CDATA[Radhiyani, Fitri]]>
<![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.78428
<![CDATA[This study explores EFL students’ perceptions of using YouTube as a tool for learning English vocabulary. Using a qualitative case study involving ten sixth-semester students from Universitas Negeri Makassar, the research investigates how students engage with YouTube to develop vocabulary. The findings show that students generally perceive YouTube as an effective learning medium due to its audiovisual nature, real-world context, and interactive content. Students reported that YouTube enables them to discover, understand, and evaluate vocabulary in authentic situations. However, issues like inaccurate subtitles and fast-paced speech were also noted. The study concludes that YouTube, when used selectively and purposefully, enhances students’ motivation and vocabulary comprehension.]]>
<![CDATA[THE IMPACT OF SMART TECHNOLOGY ON PRIMARY SCHOOL LEARNERS: A CASE STUDY ]]>
<![CDATA[Jame, Mst. Sajedha Akter]]>;
<![CDATA[Hossain, S M Saadat]]>;
<![CDATA[Rahman, Mohammad Mustafizur]]>
<![CDATA[ JTechLP: Journal of Technology in Language Pedagogy Vol 5, No 1, March (2026): JTechLP: Journal of Technology in Language Pedagogy ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/jtechlp.v5i1, March.83399
<![CDATA[This case study closely examines the detrimental impacts of smart technology on primary school learners in Bangladesh and aims to deeply understand of the multi-layered challenges posed by the widespread use of digital devices. Applying a mixed-method approach, both qualitative and quantitative data were collected from 40 guardians of learners from 04 primary schools in Bogura, Bangladesh. The Findings reveal that most of primary learners are exposed to modern technologies, with a significant percentage engaging with gaming apps and video-sharing platforms. Participants expressed serious concerns about the adverse consequences of technology usage on children’s learning and behavior. Moreover, a majority of the participants highlight the appropriateness of introducing smart technologies to children, the risk of addiction, and the potential impact on children's ability to distinguish right from wrong. The study emphasizes a balanced and carefully monitored integration of technology in primary education, considering different perspectives and potential risks. It suggests that educators, parents, and policymakers should adopt appropriate strategies that can encourage appropriate use of digital tools to ensure healthy learning environments rather than hinder young learners’ educational and social development.]]>
<![CDATA[ENGLISH LANGUAGE EDUCATION STUDENTS’ ATTITUDE TO ENGLISH LANGUAGE LEARNING AT UNIVERSITAS NEGERI MAKASSAR ]]>
<![CDATA[Permatasari, Hartika]]>;
<![CDATA[Korompot, Chairil Anwar]]>;
<![CDATA[Fauzan, Muhammad Miftah]]>
<![CDATA[ JTechLP: Journal of Technology in Language Pedagogy Vol 5, No 1, March (2026): JTechLP: Journal of Technology in Language Pedagogy ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/jtechlp.v5i1, March.83394
<![CDATA[The purpose of this study is to determine the attitudes of English education students at Makassar State University's English Department toward English language learning during the fourth semester of the 2023–2024 academic year. Because the descriptive quantitative approach can be utilized to get information on students' perceptions of linguistic attitudes, the researcher used it as the design method. A questionnaire was also provided to gather data. Thirty students from classes A, B, and D at Universitas Negeri Makassar made up the study's sample. The sample was gathered using the Random Sampling Technique. With 15 (50%) students classed as having a good attitude and 15 (50%) as having a neutral attitude, the results demonstrated that students generally had a fairly positive and neutral attitude. Since they understand the many advantages of learning the language, pupils' motivation in English is inextricably related to their optimistic outlook. 72% of students strongly felt that it is very important for their academic and future professional lives, according to these statistics.]]>
<![CDATA[EXPLORING THE USE OF ARTIFICIAL INTELLIGENCE (AI) IN THE PARAGRAPH WRITING COURSE: STUDENTS’ PERCEPTIONS, USAGE, AND ATTITUDES ]]>
<![CDATA[Maulidina, Alfina]]>;
<![CDATA[Samtidar, Samtidar]]>;
<![CDATA[Muhalim, Muhalim]]>
<![CDATA[ JTechLP: Journal of Technology in Language Pedagogy Vol 5, No 1, March (2026): JTechLP: Journal of Technology in Language Pedagogy ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/jtechlp.v5i1, March.83400
<![CDATA[This study investigates the use of Artificial Intelligence (AI) tools in the Paragraph Writing course among students of the English Language Education Study Program at Universitas Negeri Makassar. The research aims to explore students’ perceptions, usage patterns, and attitudes toward AI-based writing tools, particularly ChatGPT and QuillBot. Using a qualitative descriptive approach, data were collected through semi-structured interviews with four English Department students who reprogrammed the Paragraph Writing course during the 2024–2025 short semester. Thematic analysis revealed that students perceived AI as useful and easy to use, aligning with the constructs of the Technology Acceptance Model (TAM). Students used AI mainly for idea generation, grammar correction, and vocabulary enrichment. While they showed positive attitudes toward AI, they also expressed caution about dependency and ethical use. The findings imply that AI can effectively support writing instruction if guided by pedagogical supervision to ensure critical and ethical application in learning.]]>
<![CDATA[TIME WELL SPENT? INVESTIGATING STUDENTS' USE OF SMARTPHONE ONLINE GAMES TO ACQUIRE ENGLISH VOCABULARY: A CASE STUDY AT SMK TELKOM MAKASSAR ]]>
<![CDATA[Aryudha, Syawal]]>;
<![CDATA[Jabu, Baso]]>;
<![CDATA[Samtidar, Samtidar]]>
<![CDATA[ JTechLP: Journal of Technology in Language Pedagogy Vol 5, No 1, March (2026): JTechLP: Journal of Technology in Language Pedagogy ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/jtechlp.v5i1, March.83396
<![CDATA[The increasing use of English in smartphone-based online games opens up opportunities for students to acquire vocabulary through informal learning experiences. This study aims to analyze the influence of smartphone online games on English vocabulary mastery among students at SMK Telkom Makassar, particularly those participating in E-sports extracurricular activities. This study used a descriptive qualitative method with data collection through observation and interviews with students who actively play games such as Mobile Legends, Free Fire, and PUBG. The findings indicate that students spend 5–12 hours per day playing games, and through repeated exposure to game features, including instructions, character skills, system notifications, and player-to-player communication, they acquire new vocabulary contextually, such as loot, revive, spell, lane, and gather. The results confirm that smartphone online games can be a positive tool for vocabulary acquisition through repeated and meaningful language exposure, thus potentially being used as a supporting strategy in the language learning process in schools.]]>
<![CDATA[FROM CHALKBOARDS TO CHATBOTS: AI TOOLS FOR PERSONALISED LEARNING IN HIGHER EDUCATION IN BANGLADESH ]]>
<![CDATA[Haque, Md. Nazmul]]>;
<![CDATA[Jahan, Mst. Musfak]]>;
<![CDATA[Siddik, Abu Bokkor]]>;
<![CDATA[Hossain, S M Saadat]]>;
<![CDATA[Rahman, Mohammad Mustafizur]]>
<![CDATA[ JTechLP: Journal of Technology in Language Pedagogy Vol 5, No 1, March (2026): JTechLP: Journal of Technology in Language Pedagogy ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/jtechlp.v5i1, March.83401
<![CDATA[This study explores the potential of Artificial Intelligence (AI) tools to improve teaching-learning pedagogy at the universities in Bangladesh, focusing on the development of personalized learning pathways for educators and students. Applying a mixed-methods research design, data were collected from 10 teachers and 40 students of six universities through a Google Docs questionnaire. The findings indicate a widespread acknowledgement of AI tools for their capacity to generate ideas and to clarify complex concepts, provide instant feedback, and adapt educational experiences to meet individual requirements. Most of the respondents reported that AI tools helped them personalize their learning paths, manage study time more effectively, and improve overall understanding through customized resources. Faculty members also acknowledge the value of AI in supporting teaching practices, mentioning its role in preparing course plans and lectures, and enabling quick access to relevant information. However, participants raised important concerns about ethical challenges, such as plagiarism, over-reliance on technology, and possible negative impacts on critical thinking and creativity. They emphasize the need for proper guidance and institutional support to use AI responsibly. As AI offers significant benefits for higher education, the study suggests that adequate training, academic integrity, and a balanced approach to preserve meaningful human-machine interaction in the learning process are needed to integrate AI in education.]]>
