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JTechLP
Published by Universitas Negeri Makassar
ISSN : -     EISSN : 2829243X     DOI : -
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Social Sciences
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
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 255 Documents
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A COMPARATIVE ANALYSIS OF STUDENTS' READING ACHIEVEMENT USING MULTIPLE-CHOICE AND ESSAY TESTS Fathur Rahman Saut Matua Situmorang; Baso Jabu; Geminastiti Sakkir
JTechLP: Journal of Technology in Language Pedagogy Vol 5, No 2, July (2026): JTechLP: Journal of Technology in Language Pedagogy
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/jtechlp.v5i2, July.88208

Abstract

This study aimed to compare students’ reading achievement as measured by multiple-choice and essay tests and to determine whether a significant difference existed between the two assessment formats in measuring reading ability. The study employed a quantitative comparative design and was conducted at SMPN 40 Makassar during the 2025/2026 academic year. The participants consisted of 32 eighth-grade students selected through cluster random sampling. Two reading comprehension tests, namely a multiple-choice test and an essay test, were developed based on identical reading indicators, including identifying main ideas, locating detailed information, interpreting vocabulary in context, making inferences, and identifying the author’s purpose. The collected data were analyzed using descriptive statistics, validity and reliability testing, the Shapiro–Wilk normality test, and the Wilcoxon Signed-Rank Test. The results revealed that the mean score obtained from the multiple-choice test was 78.75, while the mean score from the essay test was 77.81, resulting in a mean difference of 0.94. The Wilcoxon Signed-Rank Test showed no statistically significant difference between the two test formats (Asymp. Sig. = 0.583, p > 0.05). These results indicate that both multiple-choice and essay tests provide comparable measurements of students’ reading achievement when constructed based on the same reading objectives and assessment indicators. Therefore, both assessment formats can be effectively used to evaluate students’ reading ability, and their combined use may provide a more comprehensive assessment of students’ reading performance.
THE EXPLORATION OF VOCABULARY TEACHING STRATEGIES USED BY ENGLISH TEACHERS Nur Syafa Malik; Haryanto Atmowardoyo; Maemuna Muhayyang
JTechLP: Journal of Technology in Language Pedagogy Vol 5, No 2, July (2026): JTechLP: Journal of Technology in Language Pedagogy
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/jtechlp.v5i2, July.88214

Abstract

The objectives of this study are to identify the vocabulary teaching strategies used by English teachers at SMP Negeri 1 Wasuponda. This study is a qualitative descriptive research design with data collection techniques in the form of classroom observations. The participants of this study were three English teachers at SMP Negeri 1 Wasuponda. The results of the observations showed that teachers applied various vocabulary teaching strategies categorized into four groups: de-contextualizing strategies (word lists, flashcards, and dictionary use), semi-contextualizing strategies (word grouping, association, visual imagery, aural imagery, keyword, physical response, physical sensation, and semantic mapping), fully-contextualizing strategies (reading, listening, speaking, and writing), and adaptable strategies (structured reviewing). However, the findings also indicate that not all teachers implemented all of these strategies. Some strategies were applied only by certain teachers depending on their teaching preferences, classroom situations, and students’ learning needs. Based on the results of the study, it can be concluded that English teachers at SMP Negeri 1 Wasuponda employ a variety of vocabulary teaching strategies to support students’ vocabulary development, although the implementation of these strategies varies among teachers.
EXPLORING EFFECTIVE CLASSROOM MANAGEMENT STRATEGIES OF EFL TEACHERS IN JUNIOR HIGH SCHOOLS: CHALLENGES AND SOLUTIONS Azzahra Siti Fatima; Hasriani G; Asriati Asriati
JTechLP: Journal of Technology in Language Pedagogy Vol 5, No 2, July (2026): JTechLP: Journal of Technology in Language Pedagogy
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/jtechlp.v5i2, July.88209

Abstract

This study aims to explore the challenges faced by English teachers in improving learning effectiveness through classroom management in EFL classrooms at the junior high school level. The study focuses on (1) identifying the main challenges encountered by teachers in managing EFL classrooms and (2) examining the strategies implemented by teachers to overcome these challenges and improve learning effectiveness. This research employed a descriptive qualitative research design conducted at SMPN 18 Makassar. The participants of the study were two English teachers selected through purposive sampling. Data were collected through classroom observations and semi-structured interviews. The data were analyzed using the qualitative data analysis model proposed by Miles and Huberman, including data reduction, data display, and conclusion drawing. The findings revealed that teachers faced several challenges, including students’ low basic English proficiency, lack of attention, discipline, and participation, differences in students’ characteristics and learning readiness, difficulties in using English as the medium of instruction, and school environmental factors. To address these challenges, teachers applied several strategies such as establishing classroom rules and agreements, using engaging activities, gradually using English during instruction, providing appreciation and motivation, and implementing group or pair work. These strategies helped create a more conducive classroom environment, maintain classroom control, and improve student engagement and learning effectiveness in EFL classrooms.
THE USE OF PROBLEM-BASED LEARNING TO IMPROVE STUDENTS’ UNDERSTANDING OF ENGLISH MATERIALS AT SMAN 1 BARRU Muh. Fadhil Rusdi; Chairil Anwar Korompot; Nur Aeni
JTechLP: Journal of Technology in Language Pedagogy Vol 5, No 2, July (2026): JTechLP: Journal of Technology in Language Pedagogy
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/jtechlp.v5i2, July.88215

Abstract

The purpose of this study is to ascertain whether problem-based learning can improve students' understanding of English-language material. Pre-experimental and one-group pretest-posttest designs were employed in this quantitative study. Twelve classes from UPT SMAN 1 Barru's class XI F made up the study population. 35 pupils from class XI F 10 made up the study's sample. Random sampling was used to choose the study's sample. A 20-question multiple-choice test served as the research tool. The test was given twice: once before therapy (pretest) and once following treatment (posttest). Four meetings were conducted using the problem-based learning approach. The average pretest score was 50.00, while the average posttest score rose to 82.42, according to the data analysis results. Furthermore, a statistically significant increase with a 2-tailed sig. 0.000 < 0.05 was found in the paired sample t-test study. The data analysis led to the acceptance of the alternative hypothesis (H1) and the rejection of the null hypothesis (H0). This suggests that using problem-based learning techniques can be beneficial and the best option for raising students' understanding of English-language content. In order to improve students' understanding of the English language curriculum at SMAN 1 Barru, problem-based learning techniques can be incorporated as an interesting and dynamic teaching strategy.
THE EFFECT OF INTERACTIVE LEARNING MEDIA ON INCREASING STUDENTS’ ENGLISH VOCABULARY AT JUNIOR HIGH SCHOOL Nadya Fany; Nurdin Noni; Amra Ariyani
JTechLP: Journal of Technology in Language Pedagogy Vol 5, No 2, July (2026): JTechLP: Journal of Technology in Language Pedagogy
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/jtechlp.v5i2, July.88211

Abstract

This study aims to find out the effect of Interactive Learning Media, specifically Quizlet, on increasing students’ English vocabulary at SMPN 19 Bulukumba. A quantitative approach was applied, using a pre-experimental design with a one-group pre-test and post-test. The sample consists of 27 eighth-grade students. Data were collected using vocabulary tests covering three aspects: word meaning, word use and word spelling. The data were analyzed using descriptive statistics, a paired sample t-test and N-Gain analysis with the assistance of SPSS version 25. The findings showed a significant improvement in students’ English vocabulary after the implementation of Quizlet. The mean score increased from 54.04 in the pre-test to 73.96 in the post-test. A paired sample t-test produced a t-value of -16.613 with a p-value of 0.000 (p < 0.05), indicating a statistically significant difference between the pre-test and post-test scores. Furthermore, the N-Gain analysis yielded an average score of 0.439, which falls into the moderate improvement category, indicating that students experienced a significant enhancement in their vocabulary. Among the three vocabulary aspects, word spelling showed the highest improvement, followed by word meaning, while word use showed a moderate increase. These findings indicate that Quizlet, as an interactive learning media is effective in increasing students’ English vocabulary at the junior high school level.

Page 26 of 26 | Total Record : 255

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