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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 6 Documents
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Search results for , issue "Vol 17 No 1 (2024): January-June" : 6 Documents clear
Microsoft Team-Reading Progress Feature Overcome Foreign Language Speaking Anxiety Rizky Eka Prasetya
Loquen Vol 17 No 1 (2024): January-June
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/loquen.v17i1.7360

Abstract

The study’s primary goal is to determine whether Microsoft Teams Reading Progress can reduce Foreign Language Speaking Anxiety in the virtual classroom. This study employed a sequential explanatory mixed-methods strategy to gather quantitative data and explain it using qualitative data. The study included 243 International Relations majors in Political Sciences. Results showed that participants’ EFL speaking anxiety decreased significantly after engaging in the Microsoft Teams Reading Progress. The quantitative findings showed that the EFL students need Microsoft Team-Reading Progress Feature to accommodate and assist their English-speaking anxiety. 53.48 % of respondents established that their anxiety decreased while practicing English speaking on the platform. The qualitative result showed that primary Reading Progress features successfully overcame the FLSA. The effect of individual variations may have been balanced by technological aid in the English foreign learners’ Foreign Speaking Anxiety scale. The results indicated that the Artificial Intelligence-generated instructional feedback lowered the FLSA of the participants. Nevertheless, the findings also highlighted the irreplaceable importance of instructors as facilitators and the possibilities of adopting Virtual reality (VR) in teaching foreign language learners, especially speaking competencies
An Implementation of Demonstration Using Project-Based Learning to Teach Speaking of Procedure Text Hardika, Bunga Satya; Bambang Widi Pratolo
Loquen Vol 17 No 1 (2024): January-June
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/loquen.v17i1.9904

Abstract

The study entitled Implementation of Demonstration Using Project-Based Learning to Teach Speaking of Procedure Text at the Broadcasting Class XI of SMK Muhammadiyah Prambanan has been conducted to provide the answer to the research problem. This research is concerned with implementation of the demonstration technique to teach speaking of procedure text to the eleventh graders of SMK Muhammadiyah Prambanan. It tries to answer the questions of (1) how is the implementation of the demonstration technique to teach speaking of procedure text to the Broadcasting Class XI of SMK Muhammadiyah Prambanan, (2) how is the students’ speaking ability after the implementation of the demonstration technique using Project-Based Learning (3) what are the students’ responses toward the implementation of the demonstration technique to teach speaking of procedure text. The subjects of this research were all the 35 students of Broadcasting class XI of SMK Muhammadiyah Prambanan. This study employed descriptive qualitative approaches. The implementation of text procedure demonstrations through project-based learning. Students' speaking ability using demonstration on procedure text with project-based learning approaches has increased in terms of performance and courage. Because it was done in groups, students who were afraid and shy to speak, became motivated and willing to speak. Meanwhile, students' responses to the application of demonstration techniques with a project-based learning were positive. It was seen from the results of observations and questionnaires that the students were happy to learn speaking of procedure text by demonstration. The use of a collaborative project-based learning approach also makes it easier for students.
Persepsi Guru Bahasa Inggris Terhadap Kemampuan Diri dalam Implementasi Pembelajaran Berdiferensiasi Della Hanifah Nurbaeti; Sri Setyarini
Loquen Vol 17 No 1 (2024): January-June
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/loquen.v17i1.10046

Abstract

Differentiated learning is one of the emphasized aspects of the Merdeka Curriculum. However, in reality, teachers face several challenges in implementing differentiated learning. Some literature mentions that not all schools using the Merdeka Curriculum implement differentiated learning. This is due to various obstacles, including inadequate facilities and teachers' insufficient abilities. This study found that the perceptions of English teachers at the secondary level in Bandung regarding their ability to implement differentiated learning are categorized as good. However, teachers still face difficulties in designing assessments and evaluations that align with the principles of differentiated learning. Nevertheless, teachers are most confident in their ability to understand students' characteristics and learning needs.
Students' Difficulties in Learning Speaking Skills at Doctor Nueng Intercare Krabi School Thailand Najla Azkiah
Loquen Vol 17 No 1 (2024): January-June
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/loquen.v17i1.10073

Abstract

Speaking is an essential skill that everyone needs to have to communicate with other people all around the world. The aims of this research to find difficulties in learning speaking skills at the Doctor Nueng Intercare Krabi School. Specifically for nursing students for the 2023 scholarly year, the number of students in the class is 18 people, 3 men and 15 women. This research uses a qualitative descriptive method, and in collecting data, the researcher used interviews and observation. From the results of the data that have been explained, the researcher found that there were two aspects of difficulties experienced by students, namely the linguistic aspect where students lacked vocabulary (83%), grammar (44.4%), pronunciation (50%), fluency (50%), and comprehension (44.4%). Apart from that, there are psychological aspects such as lack of confidence (44.4%), shyness (44.4%), anxiety (55.6%), and lack of motivation (61.1%). From these two aspects, the difficulties most often experienced by students are a lack of vocabulary (83%) and a lack of motivation (61.1%).
Teachers’ Beliefs About Classroom-Based Assessment: Challenges And Possible Solutions For Indonesia Teachers Kamanasa, Louisa Sarah
Loquen Vol 17 No 1 (2024): January-June
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/loquen.v17i1.10083

Abstract

This study sought to discover the beliefs of three teachers at Maluku Barat Daya, Indonesia concerning classroom-based assessment by using descriptive qualitative approach to find out the teachers’ beliefs and its sources. This research also identifies the challenges teachers faced while putting it into practice and suggests ways they employed to get beyond those challenges. This study used a qualitative methodology and was divided into three phases for data collection: classroom observation, in-depth interviews, and document reviews. The data were triangulated to ensure validity, and Cresswell's flow model was utilized for analysis (2012). The study's findings demonstrated how crucial teachers’ opinions are regarding classroom-based assessment for individual assessments aimed at improving students' proficiency in the target language. The English Teacher Union, personal experiences, literature, lesson plans, and curriculum are the sources of the instructors' beliefs. However, when it came to putting classroom-based evaluation into practice, students' lack of skill and attitudes posed problems. Teachers address these issues by going over the content again, doing an icebreaker activity, and raising awareness of the pupils' deficiencies. This study comes to the conclusion that the phenomena in the classroom and instructors' views are related
The Effectiveness of Using Educandy Media towards Students’ Vocabulary Salsabila, Putri Bahjah; Syafrizal; Handayani, Ika
Loquen Vol 17 No 1 (2024): January-June
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/loquen.v17i1.10288

Abstract

This research aims to evaluate the effectiveness of using Educandy media towards students’ vocabulary of eighth-grade students at SMPN 10 Serang. A quantitative approach with a quasi-experimental design was utilized to systematically analyze the impact of Educandy on students' vocabulary acquisition. Participants were divided into two classes, selected through purposive sampling. The main data collection tool was a test, consisting of a pre-test and a post-test. The pre-test, administered at the study's outset, established a baseline of students' vocabulary knowledge, while the post-test, given at the study's conclusion, assessed any vocabulary improvements due to the Educandy intervention. Data were analyzed using a T-test to compare the performance of the two classes. Results indicated significant differences in vocabulary acquisition between the experimental group, which used Educandy, and the control group, which did not. The significance value (2-tailed) was below 0.05, indicating a statistically significant improvement in the vocabulary of students who used Educandy media. Consequently, the alternative hypothesis (Ha) was accepted, and the null hypothesis (H0) was rejected. These findings suggest that Educandy media is an effective tool for enhancing vocabulary among eighth-grade students. Thus, it can be concluded that Educandy media effectively improves the vocabulary of eighth-grade students at SMPN 10 Serang.

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