Articles
<![CDATA[IMPROVING VOCABUALARY ACHIEVEMENT THROUGH TOTAL PHYSICAL RESPONSE AMONG GRADE FOUR ELEMENTARY SCHOOL PUPILS ]]>
<![CDATA[Caroline V. Katemba]]>;
<![CDATA[Kisan Tampubolon]]>
<![CDATA[ Journal of Language Pedagogy Vol. 1 No. 2 (2011) ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan Universitas Advent Indonesia ]]>
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<![CDATA[This research is on Improving Vocabulary Achievement Through Total PhysicalResponse (TPR) among Grade Four Karyawangi Elementary School Pupils. It is administeredto answer question”Is TPR method effective in improving the vocabulary achievement of thepupils?” The data were collected through pre test and post test, administered to 31 students andwas analyzed by using t-test. The achievements showed that the mean of the pre-test was 23.06and the mean of the post-test was 64.11, while the significant = 0.003 < α = 0.05, thus theconclusion that there is a significant difference in pupils’ vocabulary achievement throughTotal Physical Response (TPR).]]>
<![CDATA[THE EFFECT OF COMMUNICATIVE LANGUAGE TEACHING (CLT) METHOD ON ENGLISH COMPREHENSION FOR STUDENTS AT THE FIFTH GRADE OF SD KARTIKA X-3 ]]>
<![CDATA[Kartyca Naya]]>;
<![CDATA[Caroline V. Katemba]]>
<![CDATA[ Journal of Language Pedagogy Vol. 1 No. 2 (2011) ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan Universitas Advent Indonesia ]]>
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<![CDATA[This study incolves the students at the fifth grade of SD Kartika X-3 as the subject ofthe research. And the writer teaches them through Information Gap, games, Pair Work, etcetera. A pre and post test was administered. The data was analyzed by suing t-test. Theresult shows that students’ English comprehension had improved by using CommunicativeLanguage TGeaching (CLT) method at the coefficient t counted =2265>t table = 1667 withthe significance of level in 0.05 and the degree freedon is 32 (df=n-1). The students’responses toward the post-test given prove that Communicative Language Teaching (CLT)method is effective to improve students’ English comprehension ability.]]>
<![CDATA[COMPARISON OF GRAMMAR TRANSLATION METHOD AND ECLECTIC METHOD IN ENHANCING STUDENTS’ VOCABULARY ACHIEVEMENT ]]>
<![CDATA[Caroline V. Katemba]]>;
<![CDATA[Grace Hulu]]>;
<![CDATA[Nelson Panjaitan]]>
<![CDATA[ Journal of Language Pedagogy Vol. 1 No. 2 (2011) ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan Universitas Advent Indonesia ]]>
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<![CDATA[In teaching language there are some factors that should be considered in orderto make the teaching learning process work and reach the success. The teacher should knowhow to make the language teaching effective, who the learners are, the method and techniquethat is suitable with the need of the learners and the condition of the classroom.Due to the reason above, this study entitled “Comparison of Grammar Translation method andEclectic Method in Enhancing Students Vocabulary Achievement” was employed toinvestigate and examine their difference in teaching vocabulary to the early students.The participants involved in this study were grade 4 students of KaryawangiElementary School Parongpong Bandung. This study has three major activities that wereinvolved. They were: Pretest, implementation of Grammar Translation method and EclecticMethod and post test. The participants were commanded to answer the multiple choice test inpre test and post test. During the implementation, the participants were taught vocabulary byusing the different method for each group.This research obtained data follows: n1=27, n2=33, α=0.05, mean difference ofGrammar Translation Method was 19.22 where mean difference for the Eclectic group was22.29. After the treatment it was obtained that the mean of post test of Grammar group were57.14 and for the Eclectic group the mean of post test were 60.21.From mean of gain of the post test result (The result show that tobserved > ttable: 2.9 >1.645), it can be concluded that the mean of gain of Eclectic group is higher than the mean ofGrammar Translation Method students’ vocabulary achievement and Eclectic methodstudents’ vocabulary achievement.]]>
<![CDATA[VOCABULARY ENHANCEMENT THROUGH MEMRISE AND GOOGLE CLASSROOM ]]>
<![CDATA[Stephanie Feli Taebenu]]>;
<![CDATA[Caroline V. Katemba]]>
<![CDATA[ Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 5, No 1: June 2021 ]]>
Publisher : <![CDATA[Universitas Islam Sumatera Utara (UISU) ]]>
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DOI: 10.30743/ll.v5i1.3813
<![CDATA[Google Classroom is one of the most used learning platforms during this Covid-19 pandemic at school, especially in Indonesia. Besides that, another application is used to make the English classes attractive and interesting. Memrise application is used in this study as an addition to google classroom. Therefore, the purpose of this study is to see if there is a significant difference in vocabulary enhancement between females and males using Google Classroom and Memrise. This study employed a quantitative research method and a comparative design with pre-test and post-test. The sample size for this study was 40 students. The students were divided into two groups, with those two groups there were 20 female and 20 male students. The result of this study showed that both groups of students could enhance their vocabulary ability but, the female group result showed a significantly higher enhancement compared to the male group. Another result showed there was a significant difference in vocabulary enhancement between students who were taught using Memrise through Google Classroom in the female and male groups. In summary, the findings indicated that Memrise was effective in helping students to enhance and enrich their vocabulary. ]]>
<![CDATA[THEATRICAL PERFORMANCE AND ENGLISH AS A FOREIGN LANGUAGE LEARNING ]]>
<![CDATA[CAROLINE V. KATEMBA]]>
<![CDATA[ Ekspresi Seni : Jurnal Ilmu Pengetahuan dan Karya Seni Vol 23, No 2 (2021): Ekspresi Seni : Jurnal Ilmu Pengetahuan dan Karya Seni ]]>
Publisher : <![CDATA[LPPMPP Institut Seni Indonesia Padangpanjang ]]>
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DOI: 10.26887/ekspresi.v23i2.2073
<![CDATA[To understand a foreign language, young learners must first master their vocabulary. As a result, the goal of this study was to determine the efficacy of Theatrical Performance(Role Play Technique) in improving students' vocabulary enhancement. Its specific goal was to answer the question: Is there a significant difference between students who were taught using the Role Play Technique and those who were not taught using Role Play? This was a quantitative study with an experimental using a pre & a post-test design. 68 Students participated in the study. They were divided into the experimental and the control group. According to the findings, there was a significant difference in the vocabulary enhancement of students in the experimental group and the conventional method. Based on the findings of this study, the researcher concludes that using Theatrical Performance or Role Play Techniques can help students improve their vocabulary]]>
<![CDATA[THE “HIDDEN PLEASURES” IN SEAGRAM'S ADVERTISEMENT: THE ART OF PERSUASSION ]]>
<![CDATA[CAROLINE V. KATEMBA]]>;
<![CDATA[JOSHUA H.L. TOBING]]>
<![CDATA[ Ekspresi Seni : Jurnal Ilmu Pengetahuan dan Karya Seni Vol 22, No 2 (2020): Ekspresi Seni : Jurnal Ilmu Pengetahuan dan Karya Seni ]]>
Publisher : <![CDATA[LPPMPP Institut Seni Indonesia Padangpanjang ]]>
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DOI: 10.26887/ekspresi.v22i2.1278
<![CDATA[Advertisement is an art that persuade people to look at it and to get engage as well as be a part of them. There are hidden pleasures in the advertisement that fails to be identified by the costumers that will attract them as they are not aware of it. The purpose of this study is to identify the ‘hidden pleasures” in the Seagram’s advertisement as it aims to seek an answer to these questions: (1). What are the ‘hidden pleasures’(as written) in the Seagram’s advertisement by using semiotic analysis/approach (2). How can these advertisements persuade the viewer? (3). To what group of people does this ad aims at? (target at socio-economic level). Findings are discuss in the paper. ]]>
<![CDATA[VOCABULARY ENHANCEMENT USING CROSSWORD PUZZLE (WORD LINK) & GTM ]]>
<![CDATA[Caroline Victorine Katemba]]>
<![CDATA[ ETERNAL (English, Teaching, Learning and Research Journal) Vol 8 No 02 (2022) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Alauddin Makassar ]]>
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DOI: 10.24252/Eternal.V82.2022.A13
<![CDATA[The English language is distinguished by its vocabulary. To master the four language-learning abilities of hearing, speaking, reading, and writing, vocabulary is essential. Many of the instructional strategies used to teach the English language are incorporated into vocabulary instruction, which achieves the same goals as earlier strategies. This study seeks to examine whether Word Link and Grammar Translation Method (GTM) will increase students' vocabularies. This research employs the Pre-experimental designs methodology. The pre-experimental group consisted of 25 fifth-graders from an Elementary School in West Bandung. A pre-test was administered at the beginning of the program, and a post-test was administered at the conclusion of the 32-hour meeting. The adoption of GTM utilizing the Word Link application (crossword puzzle) has a good and statistically significant impact on the vocabulary development of students, according to the findings of this study. The crossword puzzleword Link apps appear to aid youngsters in expanding their vocabularies, and it is recommended that teachers employ this strategy while teaching and studying English, particularly in the early grades.in elementary school.]]>
<![CDATA[Utilizing English Tiktok as a Media in Learning English Vocabulary: University Students’ Perspective ]]>
<![CDATA[Jessica Ruth Melvira Simanungkalit]]>;
<![CDATA[Caroline Victorine Katemba]]>
<![CDATA[ Eduvelop: Journal of English Education and Development Vol 6 No 2 (2023): Eduvelop: Journal of English Education and Development ]]>
Publisher : <![CDATA[Universitas Sulawesi Barat ]]>
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DOI: 10.31605/eduvelop.v6i2.2331
<![CDATA[This research determined the university students’ perspective on utilizing TikTok in learning English vocabulary. The purpose of this research is: (1). What are college students' thoughts on learning English vocabulary through TikTok? (2). What are the advantages of the TikTok application? (3). What are the disadvantages of the TikTok application? (4). How does the TikTok application help you to learn English vocabulary? This study is qualitative and descriptive and employed a survey method by giving an online questionnaire on Google Forms to university students. The questionnaire is distributed to students in Bandung, Jakarta, and Lampung universities. The subject of this research is university students who are taking English classes. Of the 76 respondents who filled out the questionnaire, 50% were from a private university and 50% were also from a state university. The findings of this research show that utilizing TikTok in learning English vocabulary for university students helps them expand their English vocabulary. The students show positive feedback about utilizing TikTok in learning English vocabulary.]]>
<![CDATA[Disney Movies as a Tool in Increasing Listening Skill ]]>
<![CDATA[Natasha Maria Jeannie Manurip]]>;
<![CDATA[Caroline Victorine Katemba]]>
<![CDATA[ Journal on Education Vol 5 No 4 (2023): Journal on Education: Volume 5 Nomor 4 Mei-Agustus 2023 ]]>
Publisher : <![CDATA[Departement of Mathematics Education ]]>
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DOI: 10.31004/joe.v5i4.2348
<![CDATA[This research was conducted to find out whether the use of Disney movies can help EFL college students to increase their listening skill and their perception toward the Disney movie. There are four research questions that are the purpose of this research: 1. What does EFL college students’ perception about the use of Disney movies as a tool in increasing their listening skill? 2. Does learning through feature movies (Disney) considered effective for EFL Students? 3. What are the benefits of using Disney movies as a tool in increasing listening skill? 4. What are the disadvantages of using Disney movies as a tool in increasing listening skill? This was quantitative research. The data was collected through an online questionnaire that was given to EFL college students from public and private universities in Indonesia. A total of 77 respondents participated in this study. The findings of this research showed that EFL college students that used Disney movies as their learning media had increased their listening skill and gained confidence and motivation in learning the English language.]]>
<![CDATA[THE USE OF SONG, SOCIAL MEDIA, AND GAMES IN IMPROVING VOCABULARY: STUDENTS’ PERCEPTION ]]>
<![CDATA[Kelendonu, Rimanuella Sabathiana]]>;
<![CDATA[Katemba, Caroline Victorine]]>
<![CDATA[ TELL - US JOURNAL Vol 9, No 1 (2023): March 2023 ]]>
Publisher : <![CDATA[Universitas PGRI Sumatera Barat ]]>
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DOI: 10.22202/tus.2023.v9i1.6663
<![CDATA[Vocabulary is one of the crucial aspects of learning English. However, knowing and remembering the vocabulary is difficult because there are many words in the language. The goal of this research is to know which platform will help students to improve their vocabulary more quickly. This study also seeks to answer to the research questions: 1. What is students’ perception of improving vocabulary from songs, social media, and games? 2. Which platform do students like and enjoy using to improve their vocabulary? 3. Which gender prefers to use songs, social media, and games to improve their vocabulary? 4. From songs, social media, and games. Which one that students struggle with or do not like using it? The research is designed with interview and questionnaire design. 100 students of grade 10 senior high schools from four island in Indonesia. The questionnaire was distributed online to the students and a followed up interview. The findings of this study indicate that learning through song, games, and social media can help students improve vocabulary.]]>
