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La Ogi : English Language Journal
Published by Universitas Muhammadiyah Sidenreng Rappang
ISSN : 24604739     EISSN : 27459233     DOI : -
Core Subject : Humanities, Education, Art,
Arts Humanities Education Other
Aim: to facilitate scholar, researchers, and teachers for publishing the original articles of review articles. Scope: Language Education include: English Education English Literature English Linguistics
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 132 Documents
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Enhancing Students’ English Vocabulary Mastery through Team Race Game: Evidence from a Pre-Experimental Study Sam Hermansyah; A Maya; Afdal Afdal
La Ogi : English Language Journal Vol 12 No 2 (2026): 2026
Publisher : Prodi Pendidikan Bahasa Inggris, FKIP, LP3M Universitas Muhammadiyah Sidenreng Rappang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55678/loj.v12i2.3124

Abstract

Vocabulary mastery is a fundamental component of English language learning because it supports students’ ability to understand and communicate effectively. However, many junior high school students still experience difficulties in acquiring and retaining English vocabulary due to limited exposure, low motivation, and conventional teaching approaches. This study aims to investigate the effectiveness of Team Race Game in enhancing students’ English vocabulary mastery. The research employed a quantitative approach with a pre-experimental design using a one-group pretest-posttest model. The participants were 25 seventh-grade students of SMP Negeri 2 Panca Rijang, Sidenreng Rappang Regency, Indonesia, selected through cluster sampling. Data were collected using vocabulary tests administered before and after the treatment and a questionnaire to identify students’ interest toward the implementation of Team Race Game. The data were analyzed using descriptive statistics and paired-sample t-test. The findings revealed that students’ vocabulary achievement improved significantly after the implementation of Team Race Game, with the mean score increasing from 34.80 in the pretest to 67.16 in the posttest. The paired-sample t-test showed a significance value of 0.000, indicating a statistically significant difference between students’ scores before and after the treatment. Furthermore, students demonstrated positive responses toward the use of Team Race Game, with an interest mean score of 73.88. These findings suggest that Team Race Game is an effective, interactive, and enjoyable strategy for improving English vocabulary mastery among junior high school students. The technique can serve as an alternative instructional method for teachers seeking to create more engaging and student-centered vocabulary learning activities.
Exploring the Role of Fairy Tale-Based Pedagogy in Developing EFL Students’ Narrative Writing Competence Jimmy Cromico; Intan Trine Chodija
La Ogi : English Language Journal Vol 12 No 2 (2026): 2026
Publisher : Prodi Pendidikan Bahasa Inggris, FKIP, LP3M Universitas Muhammadiyah Sidenreng Rappang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55678/loj.v12i2.3136

Abstract

Writing competence is considered one of the most challenging skills for EFL (English as a Foreign Language) learners due to difficulties in generating ideas, organizing texts, and applying appropriate linguistic features. This study aims to explore the role of fairy tale-based pedagogy in developing EFL students’ narrative writing competence at the English Department of Institut Agama Islam Darul A’mal (IAIDA) Lampung. This research employed a quasi-experimental design involving experimental and control groups. The participants were undergraduate students enrolled in the English Department, who were selected to examine the effectiveness of fairy tale-based instruction in improving their narrative writing performance. Data were collected through writing tests administered before and after the treatment. The experimental group received writing instruction using fairy tales as learning materials, while the control group was taught using conventional writing techniques. The findings revealed that students who received fairy tale-based pedagogy demonstrated significant improvement in their narrative writing competence compared to those who received conventional instruction. Fairy tales provided meaningful contexts, stimulated students’ creativity, enhanced vocabulary development, and helped learners understand the organization and linguistic features of narrative texts. The study concludes that fairy tale-based pedagogy can be an effective instructional approach for improving EFL learners’ narrative writing skills and can be integrated into English writing courses to promote students’ creativity and writing achievement.

Page 14 of 14 | Total Record : 132

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