Articles
<![CDATA[EFL Students' Perception on Webtoon: Reading Activity ]]>
<![CDATA[Beatrix Angelica]]>;
<![CDATA[Caroline Victorine Katemba]]>
<![CDATA[ PANYONARA: Journal of English Education Vol. 5 No. 1 (2023): PANYONARA: Journal of English Education ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Madura ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.19105/panyonara.v5i1.8267
<![CDATA[Nowadays, the digital era offers many creative platforms to help EFL students gain more English knowledge and comprehend all English skills, particularly reading. Leisure reading, like Webtoon, is the most popular platform for practicing reading among millennials. Webtoon is a digital comic with a colorful design and various stories for readers to enjoy. Nowadays, the digital era provides many creative platforms to assist EFL students in gaining more knowledge in English to comprehend all English skills, especially in reading. The most platform for practicing reading millennials use is leisure reading, such as Webtoon. Webtoon is a digital comic with a colorful design and has many kinds of stories that eager readers to read. Therefore, this research seeks to determine EFL students' perceptions of both state and private universities about Webtoon on reading activity. This study was a quantitative research design. The data were gathered through questionnaires distributed to the students. The result revealed a positive perception of the students toward using Webtoon as reading reactivity.]]>
<![CDATA[STUDENTS' PERCEPTION TOWARD INSTAGRAM USAGE IN WRITING SKILL ]]>
<![CDATA[Hana Elisabeth Manullang]]>;
<![CDATA[Caroline Victorine Katemba]]>
<![CDATA[ ENGLISH Vol 17 No 1 (2023) ]]>
Publisher : <![CDATA[Fakultas Keguruan Ilmu Pendidikan Universitas Ibn Khaldun Bogor ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.32832/english.v17i1.12561
<![CDATA[The goal of this research is to describe students' attitudes toward using Instagram to improve their writing ability and interest. In this study, the descriptive quantitative method was used. The information was gathered from senior high school students, and a total of 104 students took part. The goal of this study was to examine students' perceptions of writing skills in using the Instagram application and as an English learning platform, as well as students' understanding and interest in using Instagram application. Data were gathered using questionnaires distributed via Google Forms to high school students and interviews. For tallying the data analysis, the data analysis used SPSS and Excel software. This study finds that using Instagram can help senior high school students improve their writing skills.]]>
<![CDATA[COMPARING TRANSLATION QUALITY: GOOGLE TRANSLATE VS DEEPL FOR FOREIGN LANGUAGE TO ENGLISH ]]>
<![CDATA[Bunga, Elsaty Lam Marya]]>;
<![CDATA[Katemba, Caroline V]]>
<![CDATA[ PENDIDIKAN SAINS DAN TEKNOLOGI Vol 11 No 3 (2024) ]]>
Publisher : <![CDATA[STKIP PGRI Situbondo ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.47668/edusaintek.v11i3.1264
<![CDATA[Google Translate dan Deeple saat ini sudah sangat dikenal dan telah digunakan oleh mahasiswa di Indonesia. Penelitian ini meneliti bagaimana mahasiswa Jurusan Pendidikan Bahasa Inggris dan Jurusan Filsafat di Universitas Advent Indonesia mengevaluasi penggunaan Deepl dan Google Translate serta terjemahan yang dihasilkan. Penelitian ini menggunakan pendekatan kuantitatif dengan pengumpulan data melalui kuesioner tertutup tipe Likert. Sebanyak 85 mahasiswa dari dua program studi yang ada, yaitu mahasiswa jurusan Pendidikan Bahasa Inggris dan juga mahasiswa Filsafat Universitas Advent Indonesia telah menggunakan Deepl dan Google Translate dalam penelitian ini. Hasil penelitian menunjukkan bahwa mayoritas responden memiliki pendapat persepsi bahwa Deepl lebih unggul dengan persentase (73%) sedangkan Google Translate (48%) untuk hasil terjemahan yang mudah dipahami, akurat, dan tidak ada kesalahan terjemahan meskipun keduanya sama-sama dalam bahasa Inggris. kategori yang sama yang dinilai sangat baik. Sedangkan untuk fitur yang dimiliki Deepl dan Google Translate, hasil rata-rata menyebutkan Deepl lebih unggul dengan persentase (79%) sedangkan Google Translate untuk fiturnya mendapat (49%). Sedangkan untuk kecepatan dan kemampuan menjaga konteks dan nuansa, hasilnya menunjukkan Deepl lebih unggul dengan persentase (78%) sedangkan Google Translate mendapat persentase (44%). untuk hasil penguraian kata kompleks yang dihasilkan oleh Deepl dan Google Translate menyatakan bahwa Deepl lebih unggul dengan persentase (80%) untuk kecepatan serta mampu menjaga konteks dan nuansa sedangkan Google Translate mendapat persentase (40%). Dapat disimpulkan bahwa menggunakan Deepl sebagai pilihan untuk penerjemahan bahasa dari bahasa Indonesia ke bahasa Inggris atau sebaliknya dapat menjadi pilihan yang tepat untuk meningkatkan kemampuan penerjemahan siswa dan membuat siswa menjadi lebih percaya diri.]]>
<![CDATA[COMPARING TRANSLATION QUALITY: GOOGLE TRANSLATE VS DEEPL FOR FOREIGN LANGUAGE TO ENGLISH ]]>
<![CDATA[Bunga, Elsaty Lam Marya]]>;
<![CDATA[Katemba, Caroline V]]>
<![CDATA[ PENDIDIKAN SAINS DAN TEKNOLOGI Vol 11 No 3 (2024) ]]>
Publisher : <![CDATA[STKIP PGRI Situbondo ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.47668/edusaintek.v11i3.1264
<![CDATA[Google Translate dan Deeple saat ini sudah sangat dikenal dan telah digunakan oleh mahasiswa di Indonesia. Penelitian ini meneliti bagaimana mahasiswa Jurusan Pendidikan Bahasa Inggris dan Jurusan Filsafat di Universitas Advent Indonesia mengevaluasi penggunaan Deepl dan Google Translate serta terjemahan yang dihasilkan. Penelitian ini menggunakan pendekatan kuantitatif dengan pengumpulan data melalui kuesioner tertutup tipe Likert. Sebanyak 85 mahasiswa dari dua program studi yang ada, yaitu mahasiswa jurusan Pendidikan Bahasa Inggris dan juga mahasiswa Filsafat Universitas Advent Indonesia telah menggunakan Deepl dan Google Translate dalam penelitian ini. Hasil penelitian menunjukkan bahwa mayoritas responden memiliki pendapat persepsi bahwa Deepl lebih unggul dengan persentase (73%) sedangkan Google Translate (48%) untuk hasil terjemahan yang mudah dipahami, akurat, dan tidak ada kesalahan terjemahan meskipun keduanya sama-sama dalam bahasa Inggris. kategori yang sama yang dinilai sangat baik. Sedangkan untuk fitur yang dimiliki Deepl dan Google Translate, hasil rata-rata menyebutkan Deepl lebih unggul dengan persentase (79%) sedangkan Google Translate untuk fiturnya mendapat (49%). Sedangkan untuk kecepatan dan kemampuan menjaga konteks dan nuansa, hasilnya menunjukkan Deepl lebih unggul dengan persentase (78%) sedangkan Google Translate mendapat persentase (44%). untuk hasil penguraian kata kompleks yang dihasilkan oleh Deepl dan Google Translate menyatakan bahwa Deepl lebih unggul dengan persentase (80%) untuk kecepatan serta mampu menjaga konteks dan nuansa sedangkan Google Translate mendapat persentase (40%). Dapat disimpulkan bahwa menggunakan Deepl sebagai pilihan untuk penerjemahan bahasa dari bahasa Indonesia ke bahasa Inggris atau sebaliknya dapat menjadi pilihan yang tepat untuk meningkatkan kemampuan penerjemahan siswa dan membuat siswa menjadi lebih percaya diri.]]>
<![CDATA[THE ART OF INVESTIGATION TECHNIQUE TO ENHANCE STUDENTS’ ACHIEVEMENT IN WRITING ]]>
<![CDATA[KATEMBA, CAROLINE V.]]>
<![CDATA[ Ekspresi Seni : Jurnal Ilmu Pengetahuan dan Karya Seni Vol 23, No 1 (2021): Ekspresi Seni : Jurnal Ilmu Pengetahuan dan Karya Seni ]]>
Publisher : <![CDATA[LPPM Institut Seni Indonesia Padangpanjang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (1150.099 KB)
|
DOI: 10.26887/ekspresi.v23i1.1318
<![CDATA[ABSTRACTThis study entitled “The Art of Investigation Technique to Enhance Students’ Achievement in Writing”. This study intend to seek an answer to the questions “ Is there a significant difference in the enhancement of writing skills between the students who are taught using the Group Investigation technique and those who are taught through the conventional method?” This is an experimental study using classroom action research. The subject of this research were Grade VIII Students of SMP Negeri 1 Parongpong, Bandung. There were 75 students. To collect the data the pre-test was administered at the start of the program and the post-test at the end of the three months program. Based on the data analysis it was found that there was a significance difference among the experimental and the control groups. Another finding the students were interested in writing through Group Investigation Technique. Therefore it is concluded that teaching writing through Group Investigation Technique could improve students' writing skills. This study suggest that teachers of English should be trained to use this technique ]]>
<![CDATA[A Comparison of Online Games and Pictures Instruction in the Context of EFL to Enhance Students’ Vocabulary Achievement ]]>
<![CDATA[Wenas, Beauty Gatari Cathleen]]>;
<![CDATA[Tobing, Caroline V. Katemba]]>
<![CDATA[ Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 1 No. 2 (2016): Acuity: Journal of English Language Pedagogy, Literature and Culture ]]>
Publisher : <![CDATA[LPPM Universitas Advent Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35974/acuity.v1i2.600
<![CDATA[The purpose of this study is to find the enhancement of students’ vocabulary achievement using Online Games and Pictures Instruction. This study used quantitative research method and comparative design. This study was designed to seek the answer to the following question: Is there any significant difference on the students’ vocabulary enhancement between those who are taught using Online Games and Pictures Instruction? In order to answer that question, there were two classes in grade eight of SMP Perguruan Advent XV Ciracas, Jakarta Timur. They were divided into two groups, grade 8-a was Pictures Instruction group and grade 8-b was Online Games group. The vocabulary test (pre-test) was given at the first meeting. After 16 hours of treatment, the post-test was administered to both groups to see the significant of both methods. The data was analyzed using SPSS 17. The normalized gain of the students who are taught using Online Games 0.2802. It can be concluded that the gain level of Online Games is low. While the normilezed gain of the students who are taught using Pictures Instruction is 0.4631. It can be concluded that the gain level of it can be concluded that the gain level of Picture Instruction is average. The obtained result through the normalized gain indicated there was a significant difference between the group which was taught through Online Games and Pictures Instruction. Based on the result of the data the null hypothesis was rejected and some recommendations are given at the end. Key Word: vocabulary, teaching, Online Games, Picture Instruction]]>
<![CDATA[Comparative Study Between Think Aloud and Visual Imagery in Enhancing Students’ Reading Comprehension ]]>
<![CDATA[Siagian, Sylvania Walanda]]>;
<![CDATA[Katemba, Caroline Victorine]]>
<![CDATA[ Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 1 No. 2 (2016): Acuity: Journal of English Language Pedagogy, Literature and Culture ]]>
Publisher : <![CDATA[LPPM Universitas Advent Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35974/acuity.v1i2.602
<![CDATA[The purpose of this study is to find out whether Think Aloud and Visual Imagery have significant difference in enhancing students’ reading comprehension. This study used comparative design, test the comprehension of the students through pre-test, treatment, and post-test. This research was done to 32 students of class 8F in Visual Imagery group; they were given passage to read and draw the image created in her mind on the paper; and 29 students of class 8E in Think Aloud group; the teacher and students think aloud the answers to the questions that were found in the text. The study was done in SMPN 1 Parongpong, West Bandung for 5 weeks or 640 minutes. Result of the study showed the average gain for Visual Imagery group is 0.038 and Think Aloud group is 0.125. The p-value = 0.686 > α (0.05), which means H0 is not rejected. Thus, there is no significant difference on students’ reading comprehension between those who are taught using Think-Aloud and those who are taught using Visual Imagery. Keyword: Reading comprehension, Think Aloud, Visual Imagery]]>
<![CDATA[Small Talk Among the Indonesians in Three Different Countries: America, Indonesia, Philippines ]]>
<![CDATA[Katemba, Caroline Victorine]]>
<![CDATA[ Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 1 No. 2 (2016): Acuity: Journal of English Language Pedagogy, Literature and Culture ]]>
Publisher : <![CDATA[LPPM Universitas Advent Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35974/acuity.v1i2.606
<![CDATA[This study explores the “Small Talk” Among the Indonesians in three countries. It aims to determine the topics that make up a small talk among the Indonesians in the motherland/homeland, USA (New Jersey, LA, Washington D.C), and the Philippines (Manila).This study sought to answer the following questions: (a) What particular topics of conversation shared by the Indonesians upon meeting for the first time? (b). Are Indonesians who stay in the motherland/homeland and those who are in the Philippines and those who migrated to the USA shared the same topics? (c).What changes of conversational topic has taken place? Keywords: small talk, Indonesian culture, the Indonesians]]>
<![CDATA[Improving Student's Reading Comprehension Ability Using Jigsaw 1 Technique ]]>
<![CDATA[Katemba, Caroline Victorine]]>;
<![CDATA[Samuel, Samuel]]>
<![CDATA[ Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 2 No. 2 (2017): Acuity: Journal of English Language Pedagogy, Literature and Culture ]]>
Publisher : <![CDATA[LPPM Universitas Advent Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35974/acuity.v2i2.613
<![CDATA[This research is entitled “Effectiveness of Utilizing Jigsaw 1 towards Improving Students’ Reading Comprehension Ability. The experimental design was used in this study. The participants of this study were two classes of grade 8 of  junior high school in Parongpong Bandung, Indonesia; each class consisted of 32 participants in grade 8A as the experimental group and 33 participants in grade 8B as the control group. The experimental group was taught using Jigsaw 1 Technique and the control group was taught using conventional technique. This study intended to seek an answer on the question; Is there any significant difference on the effect of reading comprehension between those students who are using jigsaw-1 and those who are taught through the conventional method. This research was divided into three steps: giving a pre-test, treatment (Jigsaw 1 Technique) and the last giving post-test. Data analysis shows that there is a significant difference in the reading comprehension ability between those who were taught using Jigsaw 1 technique and those who were taught using the conventional techniques. Keywords: Jigsaw 1, Reading Comprehension]]>
<![CDATA[The Use of Context-Clue and Read Aloud Instruction to Enhance Junior High School Students’ Vocabulary Ability Through Literature (Comparative Study at SMPN 1 Cisarua, Bandung Barat) ]]>
<![CDATA[Caroline V Katemba, Nelson Balisar Panjaitan, Rindu Bintang,]]>
<![CDATA[ Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 2 No. 2 (2017): Acuity: Journal of English Language Pedagogy, Literature and Culture ]]>
Publisher : <![CDATA[LPPM Universitas Advent Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35974/acuity.v2i2.615
<![CDATA[The aim of this research is to find out the better method between context-clue and read aloud instruction to enhance students’ vocabulary. This research is quantitative research with comparative design. The research was conducted in SMPN 1 Cisarua, Bandung Barat. Population on this research was 8 grader of Junior High School and the sample was 8A grader that contain 30 students and 8B grader contain 32 students. 8A was given Context-Clue Instruction treatment and 8B was given Read Aloud Instruction Treatment. Statistic test that researcher used was Mann-Whitney Test. The result of this research showed there is no significant difference in enhancing vocabulary ability between students who are taught through context-clue instruction and students who are taught through read aloud instruction. Keywords: Vocabulary ability, Context-Clue Instruction, Read Aloud Instruction]]>
