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

2026-08-05T13:55:40+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.

La Ogi : English Language Journal

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

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