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 USE OF THE READ, ENCODE, ANNOTATE AND PONDER (REAP) STRATEGY TO IMPROVE STUDENTS’ READING COMPREHENSION ]]>
<![CDATA[Syafina, Syafina]]>;
<![CDATA[Aeni, Nur]]>;
<![CDATA[Dollah, Syarifuddin]]>
<![CDATA[ JTechLP: Journal of Technology in Language Pedagogy Vol 1, No 3, Nov (2022): JTechLP: Journal of Technology in Language Pedagogy ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/jtechlp.v2i3, Sept.52960
<![CDATA[This study intends to determine whether or not the use of the REAP strategy is effective in improving students’ reading comprehension that focuses on literal and inferential level. The researcher used a pre-experimental design with one group for the pre-test and post-test and used the multiple-choice reading question as the instrument about narrative text for the pre-test, treatment, and post-test. The sample in this research was class IX.9 of SMP Negeri 9 Makassar. The findings from this study showed that the mean score of pre-tests was 60.89 and post-test was 76.07. This means that there was an increase in score after receiving treatment and based on the paired sample test the sig (2-tailed) is 0.00 < 0.05, it can be concluded that the use of read, encode, annotate and ponder (REAP) strategy is effective to improve students’ reading comprehension.]]>
<![CDATA[TEACHERS’ AND STUDENTS’ PERCEPTIONS OF THE USE OF SMARTPHONE IN THE ENGLISH CLASSROOM AT SMPN 18 MAKASSAR ]]>
<![CDATA[Nurmiati, Nurmiati]]>;
<![CDATA[Farahdiba, Syarifah]]>;
<![CDATA[G, Hasriani]]>
<![CDATA[ JTechLP: Journal of Technology in Language Pedagogy Vol 1, No 3, Nov (2022): JTechLP: Journal of Technology in Language Pedagogy ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/jtechlp.v2i3, Sept.52966
<![CDATA[This study aims to find out whether teachers and students have a positive or negative perception of the use of smartphones in the English classroom. This research applies the qualitative method. The participants in this research were 2 teachers and 10 students from class VII of SMPN 18 Makassar in the academic year 2022/2023. The participants were chosen by using a purposive sampling technique. The instrument used in this research was an interview and documentation. The results of this research indicate that the use of smartphones in learning English in the classroom receives a lot of positive than negative perceptions from teachers and students. The common positive perceptions mentioned by the teachers are increasing students' motivation, seeking additional information or material, and attracting students’ attention. The negative perception that is commonly mentioned by teachers is the quota runs out, and students are addicted to games. Meanwhile, the common positive perceptions mentioned by the students are easy to find material or information, increased students’ motivation, more fun in learning, and easy to share or communicate with teachers. The negative perception that is commonly mentioned by students is the quota running out, internet error, blurry eyes, and cheating habit.]]>
<![CDATA[ENGLISH DEPARTMENT STUDENTS’ STRATEGIES IN ONLINE LEARNING DURING THE COVID-19 PANDEMIC ]]>
<![CDATA[Hanafie, Dimas Aditya A]]>;
<![CDATA[Korompot, Chairil Anwar]]>;
<![CDATA[Tahir, Muh.]]>
<![CDATA[ JTechLP: Journal of Technology in Language Pedagogy Vol 1, No 3, Nov (2022): JTechLP: Journal of Technology in Language Pedagogy ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/jtechlp.v2i3, Sept.52952
<![CDATA[This research was a qualitative study using a case study approach. It aimed to find out: (1) the strategies used by the English department students in online learning; and (2) the students’ reasons for choosing the learning strategies in online learning. The instruments used were a questionnaire and an interview. A purposive sampling method was employed to select the participants, and 52 participants were chosen for this study. The results show that most students employ the same strategies for the environment-structuring aspect, as they always make sure that the conditions in which they are having an online lecture are conducive and comfortable enough to support their learning. From the result of the interview, the reasons the students use the strategies for each aspect are that (1) setting goals motivates students to learn and can be guidance in achieving good academic results; (2) a conducive learning environment supports online learning; (3) well-prepared students readiness in learning; (4) managing time is needed due to a lack of time in online classes; (5) seeking help to get a deeper understanding of the materials or instructions; and (6) evaluation helps to find out students lacks and needs in online learning.]]>
<![CDATA[DUOLINGO MOBILE ASSISTED LANGUAGE LEARNING (MALL) IN LEARNING ENGLISH VOCABULARY ]]>
<![CDATA[Syamsuddin, Nur Aziza]]>;
<![CDATA[Sakkir, Geminastiti]]>;
<![CDATA[Dollah, Syarifuddin]]>
<![CDATA[ JTechLP: Journal of Technology in Language Pedagogy Vol 1, No 3, Nov (2022): JTechLP: Journal of Technology in Language Pedagogy ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/jtechlp.v2i3, Sept.52962
<![CDATA[This research aimed to find out the improvement of Students’ Vocabulary Mastery Through Duolingo as Mobile Assisted Language Learning (MALL). This study involved 32 seventh-grade students from SMPN 1 Pangkajene during the academic year 2022/2023. Classroom Action Research (CAR) was used to carry out the study. This study's data was analyzed using quantitative data from the Pre-test, Post-test Cycle I, and Post-test Cycle II. This study's findings demonstrated that using Duolingo enhanced students' vocabulary mastery scores. The pre-test mean was 45.1, the post-test mean in the first cycle was 60.5, and the post-test mean in cycle II was 88. The percentage of students who passed the Minimum Mastery Criteria-Kriteria Ketuntasan Minimal (KKM) also increased. The pre-test had 5 students (15.6%). In the first post-test cycle, 10 students (31.25%) out of 32 achieved a score of 75 or above. In post-test cycle II, 28 of 32 students (87.5%) received a score of 75 or above. It is possible to infer that Duolingo Mobile Assisted Language Learning (MALL) has significantly enhanced the students' vocabulary knowledge, as seen by the students' significantly increased scores.]]>
<![CDATA[STUDENTS’ PERCEPTION ON THE USE OF SHORT MOVIE IN LEARNING VOCABULARY AT SMP NEGERI 40 MAKASSAR ]]>
<![CDATA[Setyani, Aini Titah]]>;
<![CDATA[Ariyani, Amra]]>;
<![CDATA[Sofyan, Ryan Rayhana]]>
<![CDATA[ JTechLP: Journal of Technology in Language Pedagogy Vol 1, No 3, Nov (2022): JTechLP: Journal of Technology in Language Pedagogy ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/jtechlp.v2i3, Sept.52967
<![CDATA[This study aims to determine students' perceptions of the use of short movies in learning vocabulary. The population of this study was students in grade 9 at SMP Negeri 40 Makassar using a purposive sampling technique of 15 students as the sample in this research. This study used descriptive qualitative the researcher used the interview as an instrument. The results of the data show that students have a positive perception of the use of short movies in learning vocabulary. This research is evident from the results of the interviews where they expressed their enthusiasm when watching an English Short Movie. This research also shows the development of students at SMP Negeri 40 Makassar, especially in vocabulary learning.]]>
<![CDATA[AN ANALYSIS OF STUDENTS’ ABILITY AND DIFFICULTY IN WRITING DESCRIPTIVE TEXT ]]>
<![CDATA[Anhar, Andi Fausia]]>;
<![CDATA[Abduh, Amirullah]]>;
<![CDATA[Aeni, Nur]]>
<![CDATA[ JTechLP: Journal of Technology in Language Pedagogy Vol 1, No 3, Nov (2022): JTechLP: Journal of Technology in Language Pedagogy ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/jtechlp.v2i3, Sept.52953
<![CDATA[This study is qualitative descriptive research that aims to analyze the student’s ability and difficulty in writing descriptive text in Second grade students of MTs Darul Istiqomah Makassar as a sample of this research. The instruments of this researcher were writing test and interview to help the researchers gain the data. A writing test was used to see the students’ ability in writing descriptive text. Moreover, an interview was used to see the students’ difficulty in writing descriptive text. Based on the analysis of five elements of writing, such as content, organization, vocabulary, grammar, and mechanics, it was found that the students still have many errors or difficulties in their writing. Especially in the Grammar category (85%) and Vocabulary category (69%). As a result, the students got a poor score. In addition, the result of the interview showed that students have some difficulties in writing descriptive text. Especially on the grammar used (in this case, simple present tense and word choice – lack of vocabulary). Moreover, most students had difficulty creating good sentences/paragraphs and writing with correct spelling words, punctuation, and capitalization. It showed that the students still need to pay attention to all those five elements in writing.]]>
<![CDATA[EFL STUDENTS' PERCEPTION OF TEACHER ORAL CORRECTIVE FEEDBACK ]]>
<![CDATA[St. Fajriana Tahir]]>;
<![CDATA[Maemuna Muhayyang]]>;
<![CDATA[Munir Munir]]>
<![CDATA[ JTechLP: Journal of Technology in Language Pedagogy Vol 2, No 3, Sept (2023): JTechLP: Journal of Technology in Language Pedagogy ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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<![CDATA[This study aimed to investigate the students’ perception of teacher oral corrective feedback used in the classroom. The method of the research was a descriptive qualitative method. The participants of the study were first-year students of the English Language Education Department, Universitas Negeri Makassar in the academic year 2022/2023. Seven students were selected as the participants using a purposive sampling technique. The instrument of this research was an interview. Thematic analysis was used to analyze the data collected in the interview transcript. Overall, the students have both positive and negative perceptions of oral corrective feedback. The students revealed that they believe oral corrective feedback is needed in their learning performances as it 1) helps the learning progress 2) makes the students aware of the error 3) makes the students feel motivated and appreciated. In contrast, the negative perceptions found from oral corrective feedback are 1) feeling anxious and disappointed 2) reducing self-esteem 3) labelling. Even though students’ perceptions varied, they all accepted every feedback needed for their performances. Lastly, they expected to receive oral corrective feedback with some encouragement and appreciation. Thus, it is concluded the students generally have a positive perception with some notes on teacher oral corrective feedback.]]>
<![CDATA[THE EFFECT OF USING THE DUOLINGO APPLICATION AS A MEDIUM IN IMPROVING STUDENTS’ VOCABULARY MASTERY ]]>
<![CDATA[Tarisa Azzahara]]>;
<![CDATA[A. Muliati]]>;
<![CDATA[Geminastiti Sakkir]]>
<![CDATA[ JTechLP: Journal of Technology in Language Pedagogy Vol 2, No 3, Sept (2023): JTechLP: Journal of Technology in Language Pedagogy ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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<![CDATA[The purpose of this study was to determine whether using the Duolingo app significantly improved students' vocabulary mastery skills. This study was carried out at SMP Negeri 1 Sungguminasa. This research took place at SMP Negeri 1 Sungguminasa. The population of. This research was the students of SMP Negeri 1 Sungguminasa. The sample of this research is 35 students. The researcher used a quantitative technique. The instrument of this research was a vocabulary test which was administered as a pre-test and post-test. Based on the result of the mean score, the researcher found that the effect of Duolingo Application can improve student’s vocabulary mastery. It was proved by the result of the post-test which was higher than the result of the pre-test (76.74 > 50.31). The value of the t-test is more significant (0.005). Then, the researcher concludes that the use of the Duolingo application was effective in improving the students’ vocabulary mastery.]]>
<![CDATA[STUDENTS’ PERCEPTION OF THE USE OF THE SCRABBLE GAME AS A LEARNING TECHNIQUE IN LEARNING VOCABULARY ]]>
<![CDATA[Ridisrawan, Akhmad Muflih]]>; Talib, Ahmad;
<![CDATA[Abduh, Amirullah]]>
<![CDATA[ JTechLP: Journal of Technology in Language Pedagogy Vol 1, No 3, Nov (2022): JTechLP: Journal of Technology in Language Pedagogy ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/jtechlp.v2i3, Sept.52955
<![CDATA[The objectives of this study were to find out the students’ perception of the use of the Scrabble game as a learning technique for learning vocabulary and to find out the problems that the students face when learning vocabulary. A mixed-method design was used in this study. The population of this research was the students of Ponpes DDI Mattoanging Bantaeng in the academic year 2022/2023. Through the purposive sampling technique, 20 students in an English meeting of Ponpes DDI Mattoanging Bantaeng were chosen to be the sample of this research. The instruments of this research were a questionnaire and an interview. The research findings showed that eight students (40%) have a strongly positive perception, seven students (35%) have a positive perception, two students (10%) have a negative perception, and there are three students (15%) have a strongly negative perception. Based on the data, it can be concluded that the students positively perceive the use of the Scrabble game as a learning technique for learning vocabulary. There are three problems that the students face when learning vocabulary. They are students who find it hard in pronouncing, writing vocabulary, and memorizing vocabulary.]]>
<![CDATA[STUDENTS' PERCEPTION OF THE USE OF SYAM-OK IN THE LEARNING PROCESS ]]>
<![CDATA[Waliana, Andi Bunga]]>;
<![CDATA[Jabu, Baso]]>;
<![CDATA[Tahir, Muh.]]>
<![CDATA[ JTechLP: Journal of Technology in Language Pedagogy Vol 1, No 3, Nov (2022): JTechLP: Journal of Technology in Language Pedagogy ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/jtechlp.v2i3, Sept.52964
<![CDATA[Universitas Negeri Makassar is a university that implements bold learning by launching the Open Knowledge System and Application Management Application (SYAM-OK). This study aims to determine students' perceptions of the use of SYAM-OK in learning. Three aspects are measured on student perceptions of using SYAM-OK in learning, namely: Learning Process, Capability (Lecturer Competency), and Learning Effectiveness. Researchers apply a mix of quantitative and qualitative methods to achieve research objectives. The data collected was in the form of a Like questionnaire using Google Forms and interviews. The subjects of this study were students of the English Language Education Study Program class of 2020. The sample for the questionnaire was 60 students and the interviews for 8 students were taken using a voluntary sampling technique. The results of the data analysis showed that (1) students' perceptions about the use of SYAM-OK in learning with the classification of 29% of students classified as very positive, 51% of students classified as positive, and 20% of students classified as neutral and no students had negative and very negative perceptions. (2) The results of interviews with students show that the use of SYAM-OK in learning is positive. Therefore, it can be concluded that students use SYAM-OK in effective learning.]]>
