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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 86 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.

Page 9 of 9 | Total Record : 86

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