La Ogi : English Language Journal

The Role of Missing Lyrics Technique in Developing Listening Skills among Indonesian EFL Students

2026-06-22T02:29:13+00:00

This study investigates the role of the Missing Lyrics technique in developing listening skills among Indonesian English as a Foreign Language (EFL) students. Listening remains one of the most challenging language skills for EFL learners, particularly in regional school contexts where exposure to authentic spoken English is limited. To address this issue, the study employed a quantitative pre-experimental design using a one-group pretest-posttest model. The participants were 19 eighth-grade students of SMP Negeri 2 Baranti, Sidenreng Rappang Regency, Indonesia, selected through purposive sampling. The treatment consisted of six instructional sessions using English songs with missing lyrics activities. Data were collected through listening tests administered before and after the treatment, as well as a questionnaire to examine students’ perceptions. The data were analyzed using descriptive statistics and a paired-sample t-test with IBM SPSS Statistics. The findings revealed a significant improvement in students’ listening performance, with the mean score increasing from 16.84 in the pretest to 73.95 in the posttest. The paired-sample t-test showed a significance value of 0.000, indicating that the improvement was statistically significant. Questionnaire responses also showed that students had positive perceptions of the technique, particularly in terms of motivation, focus, and classroom engagement. These findings suggest that the Missing Lyrics technique is an effective, enjoyable, and practical strategy for improving EFL students’ listening skills. The technique can serve as an alternative instructional method for teachers seeking to integrate authentic and student-centered listening activities into English classrooms.

Enhancing Students’ Vocabulary Mastery through Team Race Game: A Pre-Experimental Study

2026-08-14T13:43:51+00:00

This study examined whether the Team Race Game could enhance the vocabulary mastery of seventh-grade students at SMP Negeri 2 Panca Rijang. A quantitative pre-experimental approach with a one-group pretest-posttest design was employed. The population consisted of 99 seventh-grade students distributed across four classes in the 2018/2019 academic year, while Class VII.2, comprising 25 students, was selected through cluster sampling. Data were collected using a vocabulary pretest and posttest, classroom observation, and a 20-item interest questionnaire administered after the treatment. The intervention was implemented in four 80-minute meetings over two weeks. Descriptive statistics showed that the students’ mean score increased from 34.80 in the pretest to 67.16 in the posttest. The paired-sample t-test produced a significance value of 0.000, which was lower than the 0.05 significance level, indicating a statistically significant improvement after the treatment. The questionnaire results also revealed a mean interest score of 73.88; most students were categorized as interested in learning vocabulary through the game. These findings indicate that Team Race Game can provide an active, competitive, and enjoyable classroom environment that supports vocabulary practice and retention. The technique may therefore be used as an alternative strategy for teaching vocabulary in junior secondary EFL classrooms.

A Imagining Civilisation After the Nuclear Bomb: A Cultural Studies Reading of Post-Apocalyptic Community in Dmitry Glukhovsky's Metro 2033

2026-08-14T23:07:02+00:00

This study examines how Dmitry Glukhovsky's Metro 2033 represents the reconstruction of civilisation after catastrophe, using Benedict Anderson's theory of imagined community as its central analytical lens within a Cultural Studies framework. Twenty years after a nuclear war destroys the surface world, the survivors of Moscow rebuild collective life underground, fragmenting into competing station-societies, each organised around a different ideology, belief system, and social order. Using a qualitative, descriptive-analytical design, the study analyses a purposively selected set of fifty-six passages drawn from a comprehensive page-by-page table of data covering the novel's full narrative span, addressing three questions: what forms of post-apocalyptic civilisation the novel represents, what factors define and shape those forms, and how civilisation affects individual characters, communities, and social structures. Findings show that the metro's fragments reconstruct seven structural dimensions of civilisation, government, urban organisation, job specialisation, literary communication, religion, art and architecture, and technology, unevenly distributed across six competing station-societies. These forms are shaped by four recurring factors: the survival imperative, ideological inheritance, control of knowledge, and spatial organisation. Civilisation in the metro operates less as a stabilising achievement than as a system of constraint that erodes individual moral agency, sustains chronic inter-communal conflict, and culminates in the destruction of the Dark Ones, beings who alone offer humanity a path toward a wider community. The study concludes that Metro 2033 dramatises a fundamentally imaginative rather than political or economic problem: none of the metro's competing civilisations can conceive of community beyond its own boundaries.

Enhancing Students’ English Vocabulary Mastery through Team Race Game: Evidence from a Pre-Experimental Study

2026-08-27T15:44:11+00:00

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

2026-08-31T11:51:46+00:00

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.