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Loquen: English Studies Journal
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.
Arjuna Subject : -
Articles 5 Documents
 1 
Search results for , issue "Vol 13 No 2 (2020): July-December" : 5 Documents clear
The Implementation of Flipped Classroom Learning Model in Teaching Paragraph Writing Miftahul Rachmat; Liliana Muliastuti; Emzir Emzir
Loquen Vol 13 No 2 (2020): July-December
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/loquen.v13i2.3573

Abstract

AbstractNowadays, English is the most important language, including the students who study in STKIP Situs Banten. To be fluent in English students have to increase their ability in writing the paragraph. The Researcher used a flipped classroom learning model since the Covid-19 Pandemic struck Indonesia and the classroom meeting cannot be assessed. This model incorporates dynamic learning; understudy inclusion and present-day innovation by utilizing ICT. In a flipped classroom, the material was given through learning recordings, instructional exercise,s and PowerPoint material by means of WhatsApp group that understudies saw in their homes before the virtual class is acquired. The key objective of this investigation is to explore the practicality of the flipped classroom learning model for teaching paragraph writing. The analyst took the examples from second-semester students in the English instruction division of STKIP Situs Banten. After this activity research measure has been done, this flipped examination lobby learning model can be utilized as a reasonable model for growing understudies limit in section composing. The researcher had dissected that there are a few reasons which drive this occurred: understudy's inspiration, understudy's Writing propensities, students autonomously, and varieties of alluring material. Keywords: Flipped classroom learning model, Information and Computer Technology, Paragraph writing.
How E-Learning Deals with Higher Education during the Pandemic in Indonesia Andhi Dwi Nugroho
Loquen Vol 13 No 2 (2020): July-December
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/loquen.v13i2.3555

Abstract

AbstractThe purpose of this study is to investigate the obstacles of e-learning, especially for students, and to find out students' perception in facing e-learning during coronavirus disease pandemic (covid-19). The rapid spread of coronavirus urges universities on a world-wide scale to do e-learning, including universities in Indonesia. This study uses online interviews and questionnaires to obtain the data, and descriptive qualitative method is used to analyse the data. The respondents in this study are 126 students with different majors from 21 universities in all across Indonesia, consisting of 6 state universities and 15 private ones. The results of the study reveal that e-learning has been carried out by universities in the country. It also shows there are several aspects such as the availability of online learning facilities, the use of facilities, learning processes, and some more points that need to reconsider or to optimize conducting the e-learning for the long term.Keywords: e-learning; students; pandemic
Online Learning during Pandemic: Students' Motivation, Challenges, and Alternatives Afif Ikhwanul Muslimin; Fitrana Harintama
Loquen Vol 13 No 2 (2020): July-December
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/loquen.v13i2.3558

Abstract

AbstractPandemic had intrigued the change of EFL learning mode in higher education. The students had to adjust to the situation that created learning challenges that might obstruct learning progress. Furthermore, students’ motivations and creativities would lead them to find alternatives. Hence, the present study was aimed to investigate the students’ challenges, motivations, and alternatives. It was a descriptive qualitative research case study by gathering students’ responses using questionnaires and interview with 10 students who joined KSP (short course) English Syntax using WhatsApp group at English Education Study Program of UIN Mataram in July 2020. The results showed that students’ motivations were increasing scores in remedy class (90%) and gaining more science understanding (10%). The challenges faced by students during the online courses were poor internet connection (50%), simultaneous agendas (30%), limited WhatsApp feature (10%), and anxiety (10%). Regarding challenges, students did alternatives such as preparing phone credits (30%), praying for the end of the pandemic (10%), learning extensively (10%), searching for the best place to get an internet signal (20%), setting alarm (10%), and creating on-going motivation (20%). The research showed that online mode learning needed adequate preparations mentally, physically, and financially to back up their learning deficiency.Keywords: Online learning; EFL; Motivations; Covid-19; Education
Actor and Goal Representation in the Transitivity System of Undergraduate Theses and Journal Research Articles: an SFL Perspective Marsandi Manar; Siti Wachidah; Ratna Dewanti
Loquen Vol 13 No 2 (2020): July-December
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/loquen.v13i2.2111

Abstract

AbstractThe current study scrutinizes the representation of actors and goals of transitivity system in the introduction sections of theses (ISoT) composed by undergraduate students in reference to that of the introduction sections of research articles (ISoRA) considered as the target writings in the academic discourse of knowledge building. 738 English ranking clauses from 10 English-field ISoT and 694 from 10 ISoRA of TESOL Quarterly were analysed for their material processes as well as their participants and circumstances. The analysis was executed with the tables of analysis adapted from Halliday’s experiential meaning framework. The analysis reveals that in the material processes of ISoRA previous studies and previous researchers instead of current studies and current researchers are more frequently employed as actors. Contrary, in their ISoT counterpart, the latter outnumber the former. The analysis also finds that goals in the material processes of ISoT in comparison with its ISoRA counterpart still lack previous findings. Overall, the representation of actors and goals in the material processes of ISoT still needs lexical resources that underpin the process of knowledge building. This has been confirmed by the tendency of actors and goals of ISoT to represent its study undertaken, compared with its ISoRA counterpart focusing more on previous related studiesKeywords: actors, goals, material process, transitivity system, ISoT, ISoRA
Formative Assessment Performed by High School Teachers in the Pandemic Era Hasti Robiasih; Titi Lestari
Loquen Vol 13 No 2 (2020): July-December
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/loquen.v13i2.3557

Abstract

AbstractAssessment is an integral part of the learning and teaching process. Effective formative assessment is intended to improve students’ achievement and raise teacher’s quality. However, qualified formative assessment is rarely performed in a real classroom in this pandemic era. This paper describes how senior and vocational high school teachers conduct a formative assessment in this pandemic era. It focuses primarily on the type of task and activity offered, language skills and components covered, the fulfillment of good criteria of assessment, the development of students’ critical thinking, also the strengths and weaknesses of the assessment. The data collected by means of documents assessment created by the teachers. Data analysis was conducted by employing Miles, Huberman, and Saldana’s theory. The results indicate the teachers conducted formative assessment mostly via Google Classroom and WhatsApp. In assessing speaking and reading, teachers provide various texts followed dominantly by multiple choices tests. In writing, students are assigned to share their feeling and opinion about a movie or current topic and write texts based on picture series. Teachers also employed form-focused grammar activities. It is evident that some tasks promote students’ critical thinking. However, some tasks are not well-constructed in terms of suitability with basic competence, time allotment, and the level of difficulties. Therefore, it is questionable whether the purpose to make changes to instruction can be achieved or not.Keywords: changes to instruction, formative assessment, Google Classroom, pandemic era

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