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Loquen: English Studies Journal

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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.

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Articles 70 Documents

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The Use of Inside Outside Circle Technique to Improve Student's Writing on Recount Text Mutmainah Mutmainah
Loquen Vol 10 No 2 (2017): July-December
Publisher : English Education Department

This study is to see the improvement of student’s writing skill on recount text for eight grade students of MTs Al-Khairiyah Pulokencana by using Inside Outside Circle Technique. The subject of this research is the students of Eight Grade of MTs Al-Kahiriyah Pulokencana which consist of 25 students. The method used in this study is Classroom Action Research (CAR) which the researcher works collaboratively with the observer. This study was conducted following kemmis with the following procedure of the research: Planning, Action, Observation and Reflection. The study carried out in two cycles and each cycle consist of two meetings. The observation and the test were the data gathered in this study. The results in this study indicate that there is improvement of the students’ skill in writing recount text. Most of the students gradually gained good score at the end of the cycle. The score of Minimum Mastery Criteion – Kriteria Ketuntasan Minimal (KKM) of English lesson was 70.00 (seventy). The researcher analyzes the writing component containing content, organization, vocabulary, languge use and mechanics. The mean score in cycle I is 65,36 and the mean score in cycle II is 76. Based on the mean score of both cycle, the mean score in cycle II is higher than cycle I. So there is improvement of writing skill of the second grade students of MTs Al-Khairiyah Pulokencana after being taught by using Inside Outside Circle Technique.

Getting EFL Learners to Speak: Obstacles and Solutions Eulis Rahmawati
Loquen Vol 10 No 1 (2017): January-June
Publisher : English Education Department

This research investigates how process of speaking instruction takes place at IAIN SMH Banten. There are three main issues in the research problems: the process of teaching speaking, obstacles found in the teaching and learning process, and what efforts do they make to solve the obstacles in speaking. The process of teaching speaking discusses materials, preparation, procedures or steps in teaching speaking while obstacles and solutions discuss the speaking barriers that the students faced in speaking class and how they minimize the barriers. By applying descriptive qualitative research design to students of fourth semester in academic year 2014/2015, the result shows that the focus of speaking instruction at the fourth semester of English education department of IAIN SMH Banten seemed to let the students speak, without any language skills discussion as the feedback. At the same time, during the process of speaking instruction there are some problems faced by students. The first is problem of limited English Competence dealt with students poor of vocabulary and the second is problems of psychological factors.

Improving Students' Reading Comprehension through Student Team Achievement Division Technique N. Erna Marlia Susfenti
Loquen Vol 10 No 2 (2017): July-December
Publisher : English Education Department

This research was aimed at investigating the process of improving students’ reading comprehension through Student Team Achievement Division Technique and examining the effect of its implementation toward students’ abilities in reading comprehension. This research was designed in 2 cycles at SMK Prawira Pandeglang Banten in the second semester of 2016/2017 academic year. The focus of this research was the improvement of students’ English reading comprehension, whereas the sub-focus was the process of improving students’ abilities in reading comprehension through the Implementation of Student Team Achievement Division Technique. The data was collected from observations and interviews. The students’ reading comprehension was assessed with multiple choices reading test. The research findings have shown that the implementation of Student Team Achievement Division Technique had improved students’ abilities in comprehend the text from 54.2% in the first cycle become 76.25% in the second cycle. Based on the results, it can be concluded that student team achievement division technique can improve reading comprehension of the students of class X SMK Prawira Pandenglang Banten.

A Naturalistic Study: English Instruction at English Course in Kampung Inggris Fadilla Oktaviana
Loquen Vol 11 No 1 (2018): January-June
Publisher : English Education Department

This study intended to describe the English instruction at “Able & Final“ English Course in Kampung Inggris Kediri, East Java. This study is naturalistic study that is using qualitative approach. The result of this study can be concluded into three components. Firstly, the English instruction “Able & Final“ English Course in Kampung Inggris Kediri showed that it carried out well and success. It is indicated by good implementation from several supporting aspects in English language learning, such as (a) composing and implementation of curriculum, (b) learning material (c) learning instruction involves method, strategy, and approach, (d) recruitment and management of tutor, (e) recruitment and management of student, and (f) implementation and management of learning evaluation. Secondly, the management of language course at “Able & Final” English Course in Kampung Inggris–Kediri showed that it carried out well and has good management. It is indicated by professionally in managing and implementing the several aspects which support the teaching and learning process, such as (a) The tutors’ recruitment system, (b) The students’ recruitment system, (c) The learning facilities, (d) The monitoring and evaluation, and (e) The financial management. The third, the factors that influence the successful language learner in Kampung Inggris is viewed from internal factor such as self-motivation of students and the students’ learning strategy;and external factorsuch as learning opportunities, learning resources, and the quality of tutor.It can be concluded that the English instruction in Kampung Inggris gives different and good experience for the students in learning English.

Fostering Students’ Writing Skill through Peer Feedback Activity: A Case Study at UIN SMH Banten Ila Amalia
Loquen Vol 11 No 1 (2018): January-June
Publisher : English Education Department

Students typically want their texts to be read, and in the classroom feedback from other student provides opportunities for them to see how others respond to their work and to learn from these responses. Since feedback is an important element in the process of writing, teacher must facilitate this kind of feedback to foster students’ writing skill. The present study concerned with the practice of peer feedback in the writing instruction, especially in writing an essay. More specifically this study investigated how peer feedback implemented in the classroom and how it influenced the students’ writing skill. The data were collected using two instruments, they were writing test and observation (using peer feedback format). From the result, it was found that students had gained more knowledge on the aspects of writing an essay and had made improvement on their writing skills especially in making the essay.

Bilingualism Ila Amalia
Loquen Vol 10 No 2 (2017): July-December
Publisher : English Education Department

In most common definition a bilingual is a person who is able to speak and understand two languages. Most of us consider bilingualism as something good, an advantage. For one thing, knowledge of another language enables people to communicate with members of other cultures in their own language. This, in turn, provides a means for furthering cooperation and understanding among nations and peoples. Then rise some questions considering bilingualism such as: Is it a good idea to become a bilingual? Just what is a bilingual? Should a young child learn a second language? When should that be? How might learning a second language be affected by the first? These are questions which people and scientists commonly raise. This literature-based article will attempt to provide answers that offer some insight into these questions and other issues related to bilingualism.

An Analysis on Students’ Errors in Writing Sentence Patterns Nurmala Hendrawati
Loquen Vol 11 No 1 (2018): January-June
Publisher : English Education Department

Simple, compound, complex, and compound-complex sentences are sentence patterns which each sentence has different pattern, and it is strongly related to grammatical structure, punctuation marks, and connectors. Due to the complexity, EFL learners often get difficulties in understanding and writing the four sentence patterns. Therefore, the objectives of the research are to classify each type of errors and find out the most and least frequently errors of sentence patterns made by students then identify the occurrence frequency of the errors. This is a descriptive qualitative employed by 30 students from the third semester taking Basic Writing, academic year 2017-2018, at Indraprasta PGRI University. This research concerns on surface strategy taxonomy that analyzes four errors. The results show the errors from the highest to the lowest percentage: misformation (57.6%), omission (27.47%), addition (8.8%), and misordering (6.13%). Dealing with sentence patterns, compound-complex sentence becomes the most difficult sentence pattern writing because the most frequently errors made by students are 44.54%. The second is compound sentence with errors 23.2%. Then followed by complex sentence with the number of errors is 22.13%. The least frequently errors of sentence patterns made by students are simple sentence with errors 10.13%. The occurrence of mistake is from the pattern of compound-complex sentence that is the most complicated of three other sentence patterns. The conclusion is regularization in misformation is the most frequently error made by students which cause is from poor understanding of grammatical structure.

Critical Literacy Based Instructional Reading Materials Tedi Rohadi
Loquen Vol 11 No 1 (2018): January-June
Publisher : English Education Department

ABSTRACT The study aims at developing and producing a set of instructional materials used as a model of teaching/learning materials of critical reading. The model is developed through stages and procedures of research and development methods. The results of the study show that; a) the existing instructional materials in certain extent referring to students’ and lecturers incompatibility requires variation in terms of new reading approach, skills to be trained, and types of activities; b) the type of critical reading to be developed is critical literacy; c) the models resulted from the study are theoretically and practically eligible and feasible in accordance to a panel of expert judgement; d) the models are empirically proven effective to improve student's skills in reading critically; e) the final models comprise of students learning materials, teachers guidance/manual, and some supporting materials.

Freshmen and Third Grade Students Perceptions on Their Soft Skills Acquirement in The Use of Collaborative Learning in English Classroom Nia Nuryanti Permata
Loquen Vol 10 No 2 (2017): July-December
Publisher : English Education Department

It is said that soft skills are needed to have a successful life and career for students and can be trained in classroom by conducting collaborative learning. Then, polytechnic students have collaboration learning in their English classroom activity which is useful for their soft skills achivements. However, the students which have different level can have different perceptions on it. This research tries to compare students’ perceptions on their soft skills acquirement in the use of collaborative learning in English classroom in a state polytechnic. The first group is the freshmen, meanwhile the second group is the third grade students of Diploma 3. The study employs a qualitative research design, which is a case study. The data are gained from questionnaire, then observation and interviews are used to triangulate the data. The findings show that the freshmen perceive that they acquire soft skills in 90.9%, meanwhile the third graders are in 84.9%. This concludes that freshmen soft skills acquirement is higher than the third graders. It is recommended that collaborative learning method should be continued to develop the students’ soft skills, and the type of collaborative learning should be more appropriate for different grades of students.

Using Mind Maps as a Teaching and Learning Tool to Promote Student Engagement As'ari As'ari
Loquen Vol 10 No 1 (2017): January-June
Publisher : English Education Department

Creating an environment that engages students in the learning journey is not always easy. Sometimes as faculty members we ask ourselves, “Are we taking this learning journey by ourselves?” Several years ago as I began my scholarly exploration of the utility of mind mapping as a teaching and learning tool to foster critical thinking, my colleague and I instituted a mind mapping learning activity which has helped to promote student engagement in the classroom. So what is mind mapping? Mind mapping is a learning technique which uses a non-linear approach to learning that forces the learner to think and explore concepts using visual partial relationships flowing from a central theme to peripheral branches which can be inter- related. According to Buzan and Buzan, a mind map should be drawn on blank paper that is larger than standard 8 ½ by 11 inch paper. The rationale behind using a large sheet of paper is that it allows the student the opportunity to break away from the boundaries established by standard sized paper. The medium for drawing the mind map is usually colored pens or pencils. Students begin by drawing an image in the center of the paper that reflects the central theme, or topic, of the mind map which is to be created. By placing this central image in the center of the paper it allows the student 360 degrees of freedom to develop their mind map. Next, the student draws main branches with key words extending from this central image. The branches represent different categories which the student perceives as being relevant to the content of the key concept of the mind map. From these main branches, sub-branches are created.

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