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
255 Documents
<![CDATA[EXPLORING THE USE OF CHATGPT AND ITS IMPACT ON STUDENTS’ ENGLISH WRITING ]]>
<![CDATA[Hafsa, Hafsa]]>;
<![CDATA[Noni, Nurdin]]>;
<![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.83397
<![CDATA[This study investigates the use of ChatGPT to assist students in English writing classes, specifically in the Paragraph Writing course at UNM Parangtambung. The objectives of the research are to explore: (1) how ChatGPT supports students in English writing classes, and (2) the impact of using ChatGPT on students’ writing. A descriptive qualitative method was employed, with data collected through classroom observations and semi-structured interviews involving one English lecturer and students from class E24 at UNM Parangtambung. The findings reveal that: (1) students use ChatGPT to help generate ideas, construct sentences, and improve efficiency in completing writing tasks; (2) most students acknowledged that ChatGPT facilitates the writing process by providing quick references, enriching vocabulary, and offering feedback; (3) however, students were also aware of ChatGPT’s limitations, such as the use of complex language, occasional inaccuracies, the need for lecturer validation, and ethical concerns regarding student dependence on ChatGPT, which may reduce critical thinking skills and interest in reading. The study concludes that while ChatGPT is considered helpful in addressing writing challenges and enhancing learning motivation, it cannot replace the essential role of lecturers in the teaching and learning process.]]>
<![CDATA[THE EFFECT OF YOUTUBE VIDEOS IN IMPROVING STUDENTS’ LEARNING INTEREST AT SMP NEGERI 1 WATAMPONE ]]>
<![CDATA[Rishanda, Raihan]]>;
<![CDATA[Abduh, Amirullah]]>;
<![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.83402
<![CDATA[This study investigates the effect of YouTube videos as a learning media in improving students’ learning interest at SMP Negeri 1 Watampone. The method used is quantitative, utilizing a pre-experimental design. The research involved 27 students from class IX CIBI, with data collected through pre- and post-questionnaires administered before and after a four-meeting intervention using YouTube videos from February to March 2025. The study employed a quantitative approach, with data analyzed using descriptive statistics and a paired samples t-test via SPSS v.25.0. Findings revealed a significant increase in students’ learning interest, with the mean score rising from 66.1852 (high category) in the pre-questionnaire to 80.1481 (high, approaching very high) in the post-questionnaire, and a p-value of 0.000 (< 0.05), leading to the rejection of the null hypothesis (Ho) and acceptance of the alternative hypothesis (Ha). The results indicate that YouTube videos significantly improve students’ learning interest by fostering engagement, attention, participation, and feelings of pleasure. This study underscores YouTube as an effective educational tool to address the limitations of traditional teaching methods, offering practical implications for teachers to integrate multimedia into English instruction and suggestions for future research to explore additional educational outcomes.]]>
<![CDATA[EFL STUDENTS’ PERCEIVED VALUE IN VIDEO PROJECTS ]]>
<![CDATA[Putri, Dede Adelia]]>;
<![CDATA[Sofyan, Ryan Rayhana]]>;
<![CDATA[Sally, Fauzan Hari Sudding]]>
<![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.83390
<![CDATA[This study explores how students learning English as a foreign language (EFL) view the value of using video projects in their learning process. Using the framework of the Situated Expectancy-Value Theory (SEVT), the research focuses on how students feel about the usefulness, importance, and enjoyment of creating videos during their English course. A total of 149 students from the Intermediate English Grammar class at Universitas Negeri Makassar completed a questionnaire. The results showed that most students found video projects highly valuable. Many believed these tasks helped improve their English skills, creativity, and preparation for future careers. This suggests that video projects can support both learning and student motivation in EFL classes.]]>
<![CDATA[A DIGITAL COMIC APPROACH TO IMPROVING STUDENTS' ABILITY TO READ AND UNDERSTAND STORIES ]]>
<![CDATA[Fariz, Andi Naufal Ahmad]]>;
<![CDATA[Atmowardoyo, Haryanto]]>;
<![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.83398
<![CDATA[This research aimed to ascertain if digital comics enhance students' reading comprehension of narrative texts. This study employed a quantitative methodology utilizing a quasi-experimental design. The data for this research were collected using pre-tests, post-tests, and in-depth interviews. The data analysis procedures employed were the Wilcoxon signed-rank test and the Mann-Whitney U test. The Wilcoxon Signed-Rank analysis yielded an Asymp.Sig (2-tailed) of 0.663, exceeding α = 0.05, while the Mann-Whitney U analysis produced an Asymp.Sig (2-tailed) of 0.668, also surpassing α = 0.05. It can be established that digital comics do not enhance students' reading comprehension of narrative texts. In-depth interviews were performed to ascertain the causes of the notable decrease in the scores of numerous students. The findings from the in-depth interviews revealed that insufficient vocabulary comprehension, linguistic challenges, disparities in fundamental abilities between the experimental and control groups, difficulties in concentration, and the researcher's explanation of the material were contributing factors.]]>
<![CDATA[THE IMPACT OF COMPLIMENT FOR THE STUDENTS ON THEIR INTEREST IN LEARNING ENGLISH ]]>
<![CDATA[Aprianty, Nurul]]>;
<![CDATA[Jabu, Baso]]>;
<![CDATA[Sakkir, Geminastiti]]>
<![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.83392
<![CDATA[This study aims to find out the impact of teacher compliments on students' interest in learning English. This research used a qualitative descriptive method. The data collection in this study was carried out by observing the atmosphere in the classroom during the learning process and interviewing 6 students from SMAN 7 Wajo. The results of this study found that compliment has a very positive impact on students' motivation and interest in learning. Teachers who consistently give compliments can create a more enjoyable learning atmosphere and increase students' interest in continuing to learn. Compliment also serves as a way to maintain student motivation, both intrinsic and extrinsic, which ultimately has a positive effect on the quality of learning.]]>
<![CDATA[EXPLORING HOW DIGITAL LITERACY SUPPORTS STUDENTS' LEXICAL KNOWLEDGE ]]>
<![CDATA[Rio Rachmat Alam]]>;
<![CDATA[Nur Aeni]]>;
<![CDATA[Ryan Rayhana Sofyan]]>
<![CDATA[ JTechLP: Journal of Technology in Language Pedagogy Vol 5, No 2, July (2026): JTechLP: Journal of Technology in Language Pedagogy ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/jtechlp.v5i2, July.88216
<![CDATA[This qualitative study explores how digital literacy supports students' lexical knowledge by investigating their daily interactions with digital platforms. Six digitally literate third-year students at SMA Negeri 3 Makassar participated in semi-structured interviews. Data were analyzed using Braun and Clarke's (2006) thematic analysis with a deductive approach, organized into four pre-determined themes: digital access, digital scaffolding, digital engagement, and self-directed learning. The results reveal that digital literacy supports vocabulary learning in several meaningful ways. Students used a wide variety of digital platforms and tools, deliberately configured their digital environments to maximize English exposure, actively used scaffolding features such as translation tools and AI chatbots to understand new words in context, engaged with English digital content daily through personally meaningful activities, and developed independent vocabulary learning routines without teacher guidance. In conclusion, digital literacy not only facilitates vocabulary acquisition but also nurtures learner autonomy and meaningful engagement with English in authentic digital contexts.]]>
<![CDATA[EXPLORING TEACHER’S PERSPECTIVE ON EFL STUDENTS’ DISRUPTIVE BEHAVIOR IN EFL CLASSROOM ]]>
<![CDATA[Amsar Ramadhan]]>;
<![CDATA[Ahmad Talib]]>;
<![CDATA[Hasriani G]]>
<![CDATA[ JTechLP: Journal of Technology in Language Pedagogy Vol 5, No 2, July (2026): JTechLP: Journal of Technology in Language Pedagogy ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/jtechlp.v5i2, July.88212
<![CDATA[This research aims to explore teachers’ perspectives on managing disruptive student behavior in EFL classrooms. It employs a qualitative approach using a case study design. Data were collected through interviews and observations. The subject of this study is an English teacher at SMAN 9 Kepulauan Selayar who deals with disruptive student behavior in EFL classrooms. The results of the research show that teachers have diverse perspectives on five types of disruptive behavior: classroom disruption, aggression, confrontation, disengagement, and wandering. Most of these behaviors, such as classroom disruption, verbal aggression, disengagement, and wandering, are perceived negatively because they disrupt students’ concentration, hinder the learning process, and create an unproductive classroom atmosphere. Meanwhile, teachers exhibit a more neutral perspective toward physical aggression, passive aggression, and confrontation due to the limited occurrence of these behaviors or differing interpretations of them.]]>
<![CDATA[STUDENTS' PERCEPTIONS OF TOTAL PHYSICAL RESPONSE IN LISTENING INSTRUCTION ]]>
<![CDATA[Kukuh Aldi Rizky]]>;
<![CDATA[Sultan Baa]]>;
<![CDATA[Geminastiti Sakkir]]>
<![CDATA[ JTechLP: Journal of Technology in Language Pedagogy Vol 5, No 2, July (2026): JTechLP: Journal of Technology in Language Pedagogy ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/jtechlp.v5i2, July.88217
<![CDATA[This study explored students' perceptions of the Total Physical Response (TPR) method in listening instruction at SMAN 3 Makassar. Using a qualitative descriptive design, six students were purposively selected from different achievement categories to participate in semi-structured interviews following the implementation of TPR activities. The interview data were analyzed using thematic analysis based on the interactive model of Miles, Huberman, and Saldaña. The results revealed six major themes: enjoyable learning experiences, increased classroom interaction, improved understanding of oral instructions, challenges during implementation, enhanced motivation and confidence, and positive attitudes toward future use of TPR. Students perceived that physical movement helped them connect spoken language with meaning, reduced anxiety, and created a more engaging learning environment. The results suggest that TPR provides substantial affective and pedagogical benefits for listening instruction in EFL classrooms.]]>
<![CDATA[STUDENTS’ PERCEPTION OF USING GOOGLE LENS AND TRADITIONAL PRINTED DICTIONARY IN VOCABULARY LEARNING ]]>
<![CDATA[Syahrul Alqi Fariq]]>;
<![CDATA[Syarifah Farahdiba]]>;
<![CDATA[Maemuna Muhayyang]]>
<![CDATA[ JTechLP: Journal of Technology in Language Pedagogy Vol 5, No 2, July (2026): JTechLP: Journal of Technology in Language Pedagogy ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/jtechlp.v5i2, July.88213
<![CDATA[This research aims to analyze and compare students’ perceptions of using Google Lens and traditional dictionaries in English vocabulary learning. This research uses a quantitative approach with a descriptive comparative design. The participants were 39 students of Universitas Negeri Makassar selected through purposive sampling. The instrument used was a Likert-scale questionnaire measuring perceived ease of use, perceived usefulness, and learning engagement. The data were analyzed using descriptive statistics and comparative analysis with SPSS. The findings reveal a statistically significant difference between students’ perceptions of Google Lens and traditional printed dictionaries, with a significance value of 0.000 < 0.05. Students demonstrated more positive perceptions toward Google Lens in terms of practicality, efficiency, and engagement. Therefore, it can be concluded that Google Lens is perceived as a more effective and acceptable medium for vocabulary learning in the digital era.]]>
<![CDATA[THE EFFECT OF PROBLEM-BASED LEARNING ON STUDENTS’ SELF-CONFIDENCE IN ENGLISH LEARNING ]]>
<![CDATA[Dewi Reski Yusria]]>;
<![CDATA[Nur Islah Nanda Astarini]]>
<![CDATA[ JTechLP: Journal of Technology in Language Pedagogy Vol 5, No 2, July (2026): JTechLP: Journal of Technology in Language Pedagogy ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/jtechlp.v5i2, July.88218
<![CDATA[This research aims to analyze the effect of the Problem-Based Learning (PBL) model on students’ self-confidence at SMP Negeri 1 Eremerasa. The research method used is an experimental design with a pre-experimental approach, employing pre-tests and post-tests. The research sample consisted of 21 students from class VIII D. The instrument used to measure student learning motivation was a questionnaire consisting of 20 items with a Likert scale. Data analysis was conducted using descriptive statistics, including the calculation of mean and standard deviation, as well as a t-test to examine significant differences between pre-test and post-test results. Self-confidence is an important factor in successful English learning. Students with high self-confidence tend to ask questions, express opinions, and use English more actively in communication. This study aimed to examine the effect of Problem-Based Learning (PBL) on students’ self-confidence in English learning. The study involved 30 eighth-grade students using a pre-test and post-test design. The results showed that the average self-confidence score increased from 58.20 in the pre-test to 78.45 in the post-test. Statistical analysis indicated that the t-value of 7.12 was higher than the t-table value of 2.045 at the 0.05 significance level, indicating a significant improvement after the implementation of PBL.]]>
