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
90 Documents
<![CDATA[STUDENTS’ PERCEPTION ON THE USE OF GOOGLE CLASSROOM IN LEARNING ENGLISH AT SMAN 5 JENEPONTO ]]>
<![CDATA[Titin Andryana B]]>;
<![CDATA[Nurdin Noni]]>;
<![CDATA[Amra Ariyani]]>
<![CDATA[ JTechLP: Journal of Technology in Language Pedagogy Vol 1, No 2, June (2022): JTechLP: Journal of Technology in Language Pedagogy ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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<![CDATA[This study aims to determine students' perceptions of the use of Google Classroom in learning English at SMAN 5 Jeneponto. The descriptive qualitative research method was used in this study. The sampling technique is purposive sampling. The data collection technique was conducted by interview using 7 questions conducted with several students. The results showed that the students' perception of using Google Classroom in learning English at SMAN 5 Jeneponto was that most students had negative perceptions of learning English using Google Classroom. This problem is because most students find it difficult to understand online learning materials delivered through applications and students' opinions about the use of Google Classroom in learning English are considered less effective because they cannot improve students' understanding of learning English, do not improve students' English skills and have several obstacles when using Google Classroom. The obstacles are the quality of the network they have which makes it difficult for them to access Google Classroom and the small size of the video determined by Google Classroom which can make it difficult for students to submit video assignments.]]>
<![CDATA[THE CONTRIBUTIONS OF WHATSAPP GROUP AS ENGLISH WRITING LEARNING MEDIUM FOR HIGH SCHOOL STUDENTS DURING THE COVID-19 PANDEMIC ]]>
<![CDATA[Ficha Fahala]]>;
<![CDATA[Ahmad Talib]]>;
<![CDATA[Muh. Tahir]]>
<![CDATA[ JTechLP: Journal of Technology in Language Pedagogy Vol 1, No 2, June (2022): JTechLP: Journal of Technology in Language Pedagogy ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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<![CDATA[This research aims to determine the contributions of WhatsApp group as an English writing learning medium for high school students. This research applied a study case method through a qualitative approach. To achieve the research objectives, the data were collected through interviews. The participants in this research were eight eleventh grade students of SMA Negeri 1 Luwu Timur, who had met the criteria determined by the researchers (purposive sampling). The results show the contributions of WhatsApp group as a medium in learning writing, such as: (1) students found WhatsApp Group as a fun and simple learning medium (2) WhatsApp group keeps students active during the learning process (3) WhatsApp group can build good communication between students and teacher (4) WhatsApp group make it easier for students to get the learning material (5) WhatsApp group help students to study writing via online (6) WhatsApp group can be used as a media to promote individual learning.]]>
<![CDATA[THE USE OF SONG LYRIC MEDIA IN LEARNING LISTENING SKILL FOR 11TH GRADE STUDENTS IN MAN 1 SINJAI UTARA ]]>
<![CDATA[Syarifah Ummul Khaeri]]>;
<![CDATA[Haryanto Atmowardoyo]]>;
<![CDATA[A. Muliati]]>
<![CDATA[ JTechLP: Journal of Technology in Language Pedagogy Vol 1, No 3, Sept (2022): JTechLP: Journal of Technology in Language Pedagogy ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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<![CDATA[The objective of this research is to find out whether or not song lyric media increase students’ listening skill. This research is a pre-experimental design with one class experimental. The researchers choose class 7A as the sample which consists of 26 students, 11 male and 15 females. The researchers use purposive sampling technique because from the class has the most active students in daring class. The pre-test and post-test consist of 30 numbers contains 20 words to translate and 10 words to match meaning that represent noun, adjective and verb. The results of pretest show that the mean score of pre-tests is 44.19 with standard deviation 11.35 and standard error 2.23. There are also 2 students classified into fairly category,3 students classified into poor category, 21 students classified into very poor category. The classification shows that students still have lack of vocabularies, because they are still beginner in learning English. In contrast, the results of posttest show that the mean score of 26 students in post-test is 82.04 with standard deviation 6.71 and standard error 1.32. There are 5 students classified into very good category, 19 students classified into good category, and 2 students classified into fairly category. In addition, the t-test value is higher than t-table value (27.474>2.059). It means that the nursery rhyme videos increase students’ vocabulary mastery.]]>
<![CDATA[Developing English Vocabulary Mastery through English Fairy Tale Videos of the Eleventh Grade Students of SMA Negeri 1 Mamuju ]]>
<![CDATA[Jumriah Rusdi]]>;
<![CDATA[Maemuna Muhayyang]]>;
<![CDATA[Munir Munir]]>
<![CDATA[ JTechLP: Journal of Technology in Language Pedagogy Vol 1, No 2, June (2022): JTechLP: Journal of Technology in Language Pedagogy ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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<![CDATA[The objective of this study is to assess the progress of students' vocabulary mastery through the use of English fairy tale videos. The quantitative research method was used in this study, with a pre-experimental research design and a sample of 34 students drawn from a cluster random sampling technique. The researchers used the test as an instrument to collect data. Data analysis revealed that by using English fairy tale video media, students' vocabulary mastery improved. The t test value was less than P (0.000 0.05), indicating that hypothesis (H0) of this study was rejected and hypothesis (H1) was accepted. As a result, it is concluded that English fairy tales improve the vocabulary mastery of SMA Negeri 1 Mamuju eleventh grade students.]]>
<![CDATA[THE STUDENTS’ PERCEPTION TOWARDS THE USE OF GOOGLE MEET IN MICRO TEACHING ]]>
<![CDATA[Pitrah Ulwiah]]>;
<![CDATA[Haryanto Atmowardoyo]]>;
<![CDATA[M. Tahir]]>
<![CDATA[ JTechLP: Journal of Technology in Language Pedagogy Vol 1, No 1, March (2022): JTechLP: Journal of Technology in Language Pedagogy ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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<![CDATA[This study aims to determine students' perceptions of the use of google meet in micro-teaching. The researcher applied mixed quantitative and qualitative methods. to achieve the purpose of the study, the data was collected in the form of a Likert questionnaire, and interview. The subjects of this study were students of the Makassar State University, particularly in the English Education Department academic 2022/2023. The sample of the questionnaire is 30 students and Interviews of 10 students were taken using the voluntary sampling technique/non-probability sampling technique. The results of data analysis show that (1) positive student perceptions of the use of Google meet application in micro-teaching with the classification, 7(23%) students classified Strongly positive, 12 (40%) students classified Positive, 9 (9%) students are classified as Medium, 2 (2%) students are classified as Negative and not there are students who are classified as strongly negative. (2) Student explanations in interviews regarding the perception of using google meet explained that google meet is a good and interesting online learning tool, and has good features that really support micro teaching-learning in this pandemic era. Even though there is a pandemic, students can still learn micro-teaching through google meet because in google meet learning students and lecturers can still interact and discuss well like in an offline class.]]>
<![CDATA[A COMPARATIVE STUDY BETWEEN EXTROVERTED AND INTROVERTED PERSONALITIES ON SPEAKING SKILL (A STUDY OF YEAR 11 STUDENTS) ]]>
<![CDATA[Nurinayah Magfirah]]>;
<![CDATA[Syarifuddin Dollah]]>;
<![CDATA[Munir Munir]]>
<![CDATA[ JTechLP: Journal of Technology in Language Pedagogy Vol 1, No 3, Sept (2022): JTechLP: Journal of Technology in Language Pedagogy ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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<![CDATA[This study aimed to (1) find out whether there is any difference significantly between extrovert and introvert students in speaking skill, (2) to know who are better in speaking between extrovert and introvert students. This study was descriptive quantitative research. This study used the ex post facto design also known as causal comparative design. In the data collection, used two instruments, there were questionnaire and speaking test. The population of this study was 194 with the total sample was 28 students. The study used two instruments, the questionnaire designed by Eysenck Personality Inventory (EPI) and speaking test. The scoring using rubric designed from Heaton 1988. The result of the study showed that there are 6 students categorized as extrovert and 22 students as introvert. The result of the independent sample “t” test showed that the value of the significance was 0.91. 0.91> 0.05. It meant that there is statistically significant difference between extrovert group and introvert. The total mean of introvert students was higher than extrovert 72.45 > 58.83. It meant that the introvert students at SMAN 6 Gowa better in speaking skill than extrovert students.]]>
<![CDATA[THE CORRELATION BETWEEN STUDENTS’ ONLINE LEARNING READINESS AND THEIR ENGLISH LEARNING ACHIEVEMENT ]]>
<![CDATA[Zikriyah Zikriyah]]>;
<![CDATA[Nurdin Noni]]>;
<![CDATA[Maemuna Muhayyang]]>
<![CDATA[ JTechLP: Journal of Technology in Language Pedagogy Vol 1, No 3, Sept (2022): JTechLP: Journal of Technology in Language Pedagogy ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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<![CDATA[This research aims to determine the students’ level of online learning readiness, their English learning achievement, and to describe whether there is a significant correlation between those two variables. The population of this research was the students of English Education 2019, Faculty of Languages and Literature, Universitas Negeri Makassar with a total of 148 students and taking 37 students as a sample using purposive sampling. The design of this research is quantitative correlational research. The data were collected using the OLRS questionnaire (developed by Hung et al. (2010)) with a Likert model scale. Analysis of the data in this research was using the SPSS 25 program. The results of this research indicate that: (1) The students’ level of online learning readiness was in "ready go ahead" level for online learning (4.39), (2) The students' final score was in "very good" category (3.78), (3) The correlation analysis between the two variables showed a significant value (0.00) and a Pearson correlation (+969), which indicates that there is a significant correlation between students’ online learning readiness and their English learning achievement. The implication of this research is need to encourage students to pay more attention to five online learning readiness dimensions, especially in learner control dimension, because if all dimensions work simultaneously, they can affect students’ English learning achievement.]]>
<![CDATA[Improving Students’ Speaking Ability by Using YouTube Application at Madrasah Aliyah Kalosi ]]>
<![CDATA[Ardianto Ardianto]]>;
<![CDATA[Kisman Salija]]>;
<![CDATA[Amra Ariyani]]>
<![CDATA[ JTechLP: Journal of Technology in Language Pedagogy Vol 1, No 2, June (2022): 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 the use of YouTube application videos in teaching speaking improve the students’ speaking ability. Pre-experimental design is a method used by researchers with one group class pre-test and post-test. The population is class X Madrasah Aliyah students in the 2022/2023 academic year. Samples were taken using cluster random sampling technique consisting of 32 students. The instrument of this research is speaking test which is given as pre-test and post-test. The results of this study prove that there is a significant difference between students' scores before treatment and students' scores after treatment. Students' speaking ability after the application of the YouTube application video or better than before the use of the YouTube application. This can be seen from the average score, the students' pre-test average score (61.97) and lower than the post-test average (82.47). The significance value of this study (0.000) is smaller than the significant level (0.05). It can be concluded that the use of the YouTube application to improve the students’ speaking ability in terms of Vocabulary, Pronunciation, Grammar in the tenth grade of Madrasah Aliyah Kalosi.]]>
<![CDATA[STUDY OF PERCEPTIONS ON HYBRID LEARNING IN THE TEACHING OF ENGLISH AT MTSN 4 BONE DURING THE COVID-19 PANDEMIC ]]>
<![CDATA[Mutmainnah Mutmainnah]]>;
<![CDATA[Samtidar Samtidar]]>;
<![CDATA[Chairil Anwar Korompot]]>
<![CDATA[ JTechLP: Journal of Technology in Language Pedagogy Vol 1, No 1, March (2022): JTechLP: Journal of Technology in Language Pedagogy ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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<![CDATA[This study aimed to find out the perceptions of teachers and students about hybrid learning in the teaching of English. The researchers used a qualitative method. The samples for this research are 10 students and all of the English teachers. This study uses triangulation which is interview, observation and documentation. The result of this study are, 1) The teacher has a positive perception about hybrid learning that is make them could minimize the weaknesses of online learning; 2) And the students also have a positive perception about hybrid learning that make them easier to understand the material that the teacher gave to them in online learning; and 3) They did hybrid learning without ignoring the health protocol, so that the teachers setting hybrid learning corresponding health protocol. In the side of beneficial, all teachers feel that hybrid learning is the one of solution that the teacher used to minimize the weaknesses of online learning. Some students also still like online learning.]]>
<![CDATA[MULTILINGUAL INTERACTION IN THE EFL CLASSROOM AT SMA NEGERI 4 TAKALAR ]]>
<![CDATA[Sitti Wahyuni Saing]]>;
<![CDATA[Chairil Anwar Korompot]]>;
<![CDATA[Sukardi Weda]]>
<![CDATA[ JTechLP: Journal of Technology in Language Pedagogy Vol 1, No 3, Sept (2022): JTechLP: Journal of Technology in Language Pedagogy ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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<![CDATA[These studies turned into carried out to determine multilingual interaction in the multilingual EFL classroom between students and teachers. The purpose of this takes a look at was to decide the multilingual interaction and perception of EFL teachers on students' multilingual interactions in EFL. This research used a descriptive qualitative. The subjects were six students and one English teacher in setting SMAN 4 Takalar. Researchers used classroom observations and interviews as research instruments. This reveals and illustrates that multilingual interaction in students' EFL classes is very rarely used because in general students mostly use the Makassarese compared to combining Indonesian with English. That the interaction in the classroom is, classified into categories, namely the teacher-student interaction, the teacher-student interaction (i) the student-teacher interaction, and the student-student interaction. Several students’ interviews also found that some students use social media as a method of mastering their language so that they are not rigid in terms of interaction even by using multiple languages at once. Meanwhile, the teacher's perception that stands out about the interactions carried out by students is the lack of vocabulary they use, so that the teacher can distinguish which students have high and weak levels of multilingual interactions in the classroom]]>
