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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 90 Documents
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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.
An Integration of Technology-based Language Teaching (TbLT) with English Language Teaching (ELT) at the tertiary level in Bangladesh Bipasha, Sharmin Rahman
Loquen Vol 18 No 1 (2025): January-June
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/loquen.v18i1.10224

Abstract

This study explores whether technology facilitates language learning at the tertiary level in Bangladesh and whether teachers are proficient enough to teach language through technology. This study also unravels the types of technology used by students and the purpose of using technology in English language learning. This study falls under the qualitative-analytical framework in which the following theories have been used to analyze the field data: drive theory of motivation, instinct theory, engagement theory, and the theory of learner autonomy. In this study, three private universities (located in Dhaka city) were chosen to elicit data from both students and teachers following the technique of snowball sampling. Data from teachers had been elicited through open-ended interviews and data from students had been elicited through three Focus Group Discussions. Fifteen teachers had been interviewed and eighteen participants from three different departments participated in three FGD sessions. The analysis of data suggests that the use of technology helps students learn English which confirms the premise of engagement theory in Technology-based Language Teaching (TbLT); in addition, teachers can teach English using simple technological aids. Besides, students use Android applications and randomly chosen websites to learn vocabulary and syntax which are indicative of drive, instinct, and learner autonomy. Analysis of the data also uncovers that teachers need training on using complex technological devices.
Parental Action to Support Children’s English Vocabulary Acquisition Agustinus, Agustinus; Regina; Wardah
Loquen Vol 18 No 1 (2025): January-June
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/loquen.v18i1.10764

Abstract

Parental support is an essential factor contributing to children's acquisition process. This study aimed to investigate the action of parental support in children's English vocabulary acquisition. This study was designed as a descriptive qualitative study. Five parents from different educational backgrounds and professions and five-year-old young learners were chosen as participants in this study. Interviews and observation were employed to obtain the data. The data was collected through one-on-one semi-structured interviews and field notes. The data collected was then analyzed using five steps of qualitative data analysis proposed by Creswell and Creswell. The results showed four parental actions to support children's English vocabulary acquisition. Parents from different educational backgrounds and professions provided various ways to be involved in their children's English vocabulary acquisition. They were motivating the children to learn English, providing media exposure, monitoring the children using digital media, and assisting the children at home. It is proven that parents can support their children in acquiring English vocabulary in a variety of ways; therefore, it is suggested that all parents who have young learners support their children's English acquisition process.
An Examination on the Impact of Reading Strategies Employed by Secondary School Students on Their Reading Performance and the Role of Gender on the Use of These Strategies Berhe, Elfinesh; G/Mariam, Alamirew
Loquen Vol 18 No 1 (2025): January-June
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/loquen.v18i1.10827

Abstract

This study aimed to investigate the relationship between students’ strategy use and their reading performance, particularly highlighting any notable differences between male and female students. To this end, one hundred and thirty (71 female and 59 male) grade nine students participated in the study. Data was collected using the TOEFL reading comprehension test and the Metacognitive Reading Strategy Inventory (MARSI). The Statistical Package for the Social Sciences (SPSS) version 24 was utilized for data analysis. Descriptive statistics, including frequencies, means, and standard deviations, were utilized to determine the extent of students’ awareness and utilization of reading strategies. Moreover, the Pearson correlation coefficient was employed to examine the association between strategy usage and reading performance. An independent sample t-test was also conducted to identify any differences in strategy usage between male and female students. The result showed a significant relationship between the utilization of strategies and reading performance. The t-test indicated no notable differences in overall strategy usage between male and female students collectively. When examining the achievement levels of male and female students, significant differences in strategy usage was found for both low and high achievers. However, there were no significant differences identified among male and female students performing at a medium level. The study suggests that ninth-grade students would benefit from enhanced opportunities to employ effective reading strategies. Future research could build on these findings by expanding the scope of the investigation.
The Influence of Wordwall as a Digital Learning Media on Grammar Mastery of 8th Grade Students Maasah, Nur Alifah; Hakim, Rahman; Rima, Rosmania
Loquen Vol 18 No 1 (2025): January-June
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/loquen.v18i1.11421

Abstract

This study aimed to examine the influence of Wordwall, a gamified digital learning media, on the grammar mastery of eighth-grade students at Madrasah Tsanawiyah Negeri (MTsN) 1 Kota Serang, focusing on comparative adjectives. A quasi-experimental design was employed with two groups: an experimental group (VIII H) that received instruction using Wordwall-based activities and a control group (VIII I) taught via conventional methods. Both groups underwent pre-test and post-test assessments to measure changes in grammar proficiency. Data were analysed using descriptive statistics, normality and homogeneity tests, independent samples t-test, and effect size calculation through SPSS version 27. The results indicated an increase in both groups' scores after treatment; however, the independent t-test revealed no statistically significant difference (p = 0.073 > 0.05). Despite this, the effect size (Cohen’s d = 0.48) suggested a moderate practical impact. Qualitative observations noted higher student engagement and motivation in the experimental group, indicating that while Wordwall may not significantly enhance grammar mastery within a short intervention period, it offers potential benefits when integrated thoughtfully into language instruction. This study contributes to understanding gamified digital tools in EFL classrooms and provides implications for educators seeking innovative teaching strategies.
From Learning to Earning: Investigating the Role of Social Media in Education and Employment for English Education Graduates Hasanah, Uswatun
Loquen Vol 18 No 1 (2025): January-June
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/loquen.v18i1.11742

Abstract

This study explores social media's role in education and employment for the fresh graduates of English Education Department (TBI) of Universitas Islam Negeri (UIN) Banten. The massive advancement of social media has shifted some people’s ways of life, including the way individuals acquire knowledge and occupation. It becomes a pivotal tool in broadening access to information, educational resources, and career opportunities. A mix-method was employed in this study by conducting interviews and surveys. 14 participants graduated from the English Education Department of UIN Banten were involved in the data collection on how the use of social media to foster learning, builds professional networks, and enhance relevant skills in labor markets. The main focus of the study is to identify how online platforms such as Instagram, YouTube, TikTok, and other platforms are utilized by the graduates to access teaching materials, and information, and broaden their professional network in language and education. The finding shows that social media substantially improves graduates' ability to find relevant jobs, build portfolios, and be well-informed about the latest developments in English education. However, the study also highlights challenges encountered by social media users to advance their digital literacy to optimize social media features as a supporting tool for education and professional growth.
Problem Based Learning Module Based on Curriculum of Freedom for Seven Grade Students of Junior High School ELDA SELJA PUTRI
Loquen Vol 19 No 1 (2026): January-June
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/loquen.v19i1.12222

Abstract

Abstract: Problem-based learning is an educational method that encourages learners to explore real-world problems and develop solutions as a means of developing knowledge and skills. PBL is a kind of learning where the problem will be the first that is provided and the students whether they are in group or by themselves need to work on that problem such identifying it, solving it, and concluding it. First, based on the observation on the book that is used during the English class, the book that is used is outdated. Second, the students’ problem solving skill is low. Third, it was found that they are in need of a learning aid such as module. The purpose of the research is to develop a learning module for English subject based on the Problem Based. This type of research is Research and Development (R&D). In this research, the researcher chose to follow and addapt the procedure of R&D version of the ADDIE (Analysis-Design-Development-Implementation-Evaluation). The population of the research is all 7th grade students in SMPN 3 Kapur IX. The practicality test results average value of 94.67%, it indicates that the PBL-based module has a very practical value category. The result of normality test there are Kolmogorov-Smirnov values ​​for the Pre-Test and Post-Test categories respectively showing values ​​of 0.145 and 0.177, with significant alpha values ​​of 0.200 and 0.050. All the Kolmogorov-Smirnov alpha significance values ​​exceed the alpha value of 0.05. This indicates that the data have a normal distribution.The homogeneity test results Levene score of 3,456 is obtained with a significant value of 0,069. This score exceeds the alpha value of 0.05. If the homogeneity score exceeds the alpha value of 0.05, it can be concluded that the data is homogeneous.
A Bibliometric Study of Worldwide Trends in Teaching Fiction in English Literature Rizka Safriyani; Muhammad Farid Ubaidillah; Siti Uswatun Khasanah
Loquen Vol 19 No 1 (2026): January-June
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/loquen.v19i1.12264

Abstract

This study employs bibliometric analysis to map international trends in teaching fiction in English literature classrooms, including trends in publication, major scholars, and emerging themes. According to the Scopus database statistics, research papers published from 2010 to 2024 were queried with the terms "Teaching Fiction," "English Literature," and "Learning Approaches." The findings reveal a strong local publication focus and a lack of robust international collaboration, with the United States, the United Kingdom, Australia, Russia, and China emerging as leading players. Scholars such as Ivey Gay and Astradur Esteinsson have worked on multimodal teaching approaches and digital storytelling, respectively. Dominant thematic trends, including "Education," "Learning," and "Curriculum," reveal an increasing emphasis on creativity, critical thinking, and digital content in fiction pedagogy. These findings provide a valuable stepping stone to research in innovative methodologies and pedagogical practice within teaching fiction
Students’ Perceptions of Using the Word Search Puzzle Game in English Club Hery Kiswanto; Elsayed Mohamed Salem Salem Elawadi
Loquen Vol 19 No 1 (2026): January-June
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/loquen.v19i1.12755

Abstract

This study aims to investigate students’ perceptions of using the Word Search Puzzle Game in the English Club. The background of this research is based on the need for engaging learning media to increase students’ interest and motivation in learning English, especially in extracurricular activities such as the English Club. This research employed a descriptive quantitative survey design. The population of this study consisted of 184 students from second grade to sixth grade who participated in the English Club at SDS IT Mutiara Pinggir. Using the Slovin formula, 126 students were selected as the sample of the research. The data were collected through a questionnaire using a four-point Likert scale consisting of strongly agree, agree, disagree, and strongly disagree. The data were analyzed using descriptive statistics, including mean, percentage, and mode. The findings of this study show that students have highly positive perceptions of the use of the Word Search Puzzle Game in English Club activities. The results indicate that all perception indicators usefulness, enjoyment, motivation, and engagement obtained mean scores above 3. In addition, more than 93% of respondents selected “agree” or “strongly agree,” and the mode value for most items was 4. These findings demonstrate that students perceive the Word Search Puzzle Game as useful, easy to use, enjoyable, and effective in increasing their motivation and engagement during English Club activities. In conclusion, the Word Search Puzzle Game is an effective interactive learning in English Club activities at the elementary school level.
Teacher's Bilingual Strategies (English-Indonesian) in Teaching Vocabulary in EFL Classroom Monige -
Loquen Vol 19 No 1 (2026): January-June
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/loquen.v19i1.12821

Abstract

This study examines teacher bilingual strategies (English-Indonesian) in teaching vocabulary in EFL classrooms and their impacts on students’ vocabulary acquisition. Employing a qualitative descriptive design, the research was conducted at Sekolah Dasar Kristen 2 Rantepao (Sekolah Lentera Harapan Toraja), Toraja Utara, South Sulawesi, Indonesia, involving two grade V classes comprising 60 students as participants. Data were collected through video-audio classroom observation across multiple sessions and semi-structured interviews with the teacher and selected students. Data analysis followed the interactive model of Miles, Huberman, and Saldana (2019), encompassing data condensation, data display, and conclusion drawing. The findings reveal two principal results. First, the teacher employed multiple bilingual strategies-including brainstorming, demonstration, games, and review activities-with code-switching as the primary linguistic mechanism alternating between English and Indonesian. Both inter-sentential and intra-sentential code-switching types were identified across all strategy types. Second, the teacher’s bilingual strategies positively impacted students’ vocabulary acquisition by enhancing comprehension, increasing active participation, and facilitating productive vocabulary use in classroom interaction. Students consistently preferred the English-first, Indonesian-second instructional sequencing as it supported their understanding of new vocabulary items. The study contributes empirical evidence for the pedagogical value of strategic bilingual use in primary EFL classrooms and offers practical implications for EFL teacher education in multilingual Indonesian contexts.

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