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Loquen: English Studies Journal

loquen
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Published by Universitas Islam Negeri Sultan Maulana Hasanuddin Banten

ISSN : 19799500 EISSN : 26211998 DOI : -

Core Subject : Humanities, Art,

Arts Humanities

There are two issues a year. Authors must register to this journal before submitting their work and they must follow the Author Guidelines of the journal. To submissions that do not adhere to the guidelines provided, they will be returned for corrections. Please submit your article through the online submission of this journal.

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Articles 6 Documents

Search results for , issue "Vol 10 No 1 (2017): January-June" : 6 Documents clear

Getting EFL Learners to Speak: Obstacles and Solutions Eulis Rahmawati
Loquen Vol 10 No 1 (2017): January-June
Publisher : English Education Department

This research investigates how process of speaking instruction takes place at IAIN SMH Banten. There are three main issues in the research problems: the process of teaching speaking, obstacles found in the teaching and learning process, and what efforts do they make to solve the obstacles in speaking. The process of teaching speaking discusses materials, preparation, procedures or steps in teaching speaking while obstacles and solutions discuss the speaking barriers that the students faced in speaking class and how they minimize the barriers. By applying descriptive qualitative research design to students of fourth semester in academic year 2014/2015, the result shows that the focus of speaking instruction at the fourth semester of English education department of IAIN SMH Banten seemed to let the students speak, without any language skills discussion as the feedback. At the same time, during the process of speaking instruction there are some problems faced by students. The first is problem of limited English Competence dealt with students poor of vocabulary and the second is problems of psychological factors.

Using Mind Maps as a Teaching and Learning Tool to Promote Student Engagement As'ari As'ari
Loquen Vol 10 No 1 (2017): January-June
Publisher : English Education Department

Creating an environment that engages students in the learning journey is not always easy. Sometimes as faculty members we ask ourselves, “Are we taking this learning journey by ourselves?” Several years ago as I began my scholarly exploration of the utility of mind mapping as a teaching and learning tool to foster critical thinking, my colleague and I instituted a mind mapping learning activity which has helped to promote student engagement in the classroom. So what is mind mapping? Mind mapping is a learning technique which uses a non-linear approach to learning that forces the learner to think and explore concepts using visual partial relationships flowing from a central theme to peripheral branches which can be inter- related. According to Buzan and Buzan, a mind map should be drawn on blank paper that is larger than standard 8 ½ by 11 inch paper. The rationale behind using a large sheet of paper is that it allows the student the opportunity to break away from the boundaries established by standard sized paper. The medium for drawing the mind map is usually colored pens or pencils. Students begin by drawing an image in the center of the paper that reflects the central theme, or topic, of the mind map which is to be created. By placing this central image in the center of the paper it allows the student 360 degrees of freedom to develop their mind map. Next, the student draws main branches with key words extending from this central image. The branches represent different categories which the student perceives as being relevant to the content of the key concept of the mind map. From these main branches, sub-branches are created.

Improving Students' Structure Mastery by Using Numbered Heads Together Cooperative Learning Strategy Elyza Martiarini
Loquen Vol 10 No 1 (2017): January-June
Publisher : English Education Department

The problems of this research were how to improve students’ structure mastery by using Numbered Heads Together cooperative learning strategy and how to motivate the students to apply it in English learning. The research type was a classroom action research. The subject consisted of 60 students of the third semester of English Department at University of Indraprasta PGRI in 2015-2016 academic year. The research data were collected by using pre-test and post-test. Data on students’ structure mastery were analysed by using descriptive and statistical analysis, to know the improvement in mean students. The result of cultivation data identified that the average score of post-test was 67.4 and the average score of pre-test was 55.5. It indicated that the score of post-test was higher than pre-test and teaching English language structure by using Numbered Heads Together can improve students’ structure mastery.

Classification and Description of "YOU" in Indonesian Related with "YOU (KAMU)” in Plural Tatu Siti Rohbiah
Loquen Vol 10 No 1 (2017): January-June
Publisher : English Education Department

Abstract: Many forms of greeting in Indonesian language (twenty-three kinds) in the second pronoun (six kinds) and kinship terms (seventeen kinds) reflects many strata in Indonesian society that is "feudalistic" in which different languages such as the use of greeting used to speak or greet the other person who has different strata or classes. This paper is a comparative analysis of both forms of pronouns and kinship terms are used as a form of greeting in Indonesian as a substitute for "you" in English. Provide classification and description of both pronouns and kinship terms are used as a form of greeting to do with the dimension of "you" in terms of quantity, formality, and gender.

The Effectiveness of Cooperative Integrated Reading and Composition (CIRC) Technique in Teaching Reading on Narrative Text Farah Yunita; Abdul Muin; Fitri Hilmiyati
Loquen Vol 10 No 1 (2017): January-June
Publisher : English Education Department

This research investigates the effectiveness of Cooperative Integrated Reading and Composition (CIRC) technique in teaching reading on narrative text. This research conducted based on the problems: 1) How is the students’ reading comprehension on narrative text before using CIRC technique at the second grade of MTs Al-Khairiyah Pipitan? 2) How apply is CIRC technique to students’ reading comprehension on narrative text at the second grade of MTs Al-Khairiyah Pipitan? 3) How effective is CIRC technique in teaching reading on narrative text at the second grade of MTs Al-Khairiyah Pipitan? To answer the questions, the writer collects data from 60 students spread into two classes, one class as experimental class and another one is as control class. the writer takes the sample from VIII E as experimental class and VIII F as control class. the experimental class was taught using Cooperative Integrated Reading and Composition (CIRC) technique and control class taught using Grammar Translation Method (GTM). Since the research used experimental research, the data is gathered through pre-test and post-test. The result of the reseach shows that the value tobservasition is 3,77 the writer compared it with ttable both in degree significance 5% and 1%. Therefore, to:tt = 3,77 > 2,00 in degree significance 5% and to:tt = 3,77 > 2,66 in degree of significance 1%. The statistic hypothesis states that if to is hugher than tt, it shows that Ha (alternative hypothesis) of the result is accepted and Ho (null hypothesis) is rejected. It means that significance is the effectiveness of CIRC technique in teaching reading on narrative text.

Improving Students’ Vocabulary through Make a Match Method at Class VIII of Mts al-Khairiyah Kubangsari Reni Raudatul Munawaroh; Ahmad Suhaili
Loquen Vol 10 No 1 (2017): January-June
Publisher : English Education Department

Abstract: The objective of this research is to improve students’ vocabulary through make a match method students at Class VIII MTs Al-Khairiyah Kubangsari. This school located on JL. Sunan Bonang, Lk. Penauan RT 02 RW 01, Kelurahan Kubangsari, Kecamatan Ciwandan, Kota Cilegon Provinsi Banten, 42445. The research was held in February 2018. The researcher conducted two cycles about improve students’ vocabulary through make a match method, students’ at Class VIII A MTs Al-Khairiyah Kubangsari in the second semester of the academic year 2017/2018. The total of the students were 21 students. The research that was done Classroom Action Research. It was done in two cycle and each step has four steps. They were planning, action, observing, and reflecting. Result of the researcher’s observation in the class when teaching learning process, there were students’ improvement in cycle II. Students could study enthusiast. The students got better scores in the second cycle than first cycle. The students score in cycle I was 67.14 and the score in cycle II was 81.90 while in improvement of students average score in cycle I and II was 14.76. Based on this result, it can be concluded that make a match method can improve students’ vocabulary at class VIII A Mts Al-Khairiyah Kubangsari. It means that make a match method can make the students easier to understand the text and more convenient and pleasant to study in teaching learning, students can be better in their vocabulary. Keywords: Vocabulary, Make a match method, and Classroom Action Research. Abstract: The objective of this research is to improve students’ vocabulary through make a match method students at Class VIII MTs Al-Khairiyah Kubangsari. This school located on JL. Sunan Bonang, Lk. Penauan RT 02 RW 01, Kelurahan Kubangsari, Kecamatan Ciwandan, Kota Cilegon Provinsi Banten, 42445. The research was held in February 2018. The researcher conducted two cycles about improve students’ vocabulary through make a match method, students’ at Class VIII A MTs Al-Khairiyah Kubangsari in the second semester of the academic year 2017/2018. The total of the students were 21 students. The research that was done Classroom Action Research. It was done in two cycle and each step has four steps. They were planning, action, observing, and reflecting. Result of the researcher’s observation in the class when teaching learning process, there were students’ improvement in cycle II. Students could study enthusiast. The students got better scores in the second cycle than first cycle. The students score in cycle I was 67.14 and the score in cycle II was 81.90 while in improvement of students average score in cycle I and II was 14.76. Based on this result, it can be concluded that make a match method can improve students’ vocabulary at class VIII A Mts Al-Khairiyah Kubangsari. It means that make a match method can make the students easier to understand the text and more convenient and pleasant to study in teaching learning, students can be better in their vocabulary.

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