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All Journal Journal of Language Pedagogy ETERNAL(english, teaching, learning, and Research Journal) Language Literacy: Journal of Linguistics, Literature, and Language Teaching EDUVELOP (Journal of English Education and Development) Ekspresi Seni : Jurnal Ilmu Pengetahuan dan Karya Seni Journal on Education Acuity : Journal of English Language Pedagogy, Literature and Culture Community Engagement and Emergence Journal (CEEJ) PANYONARA: Journal of English Education Journal of English Teaching and Applied Linguistics (JETAL) English Journal JURNAL PENDIDIKAN, SAINS DAN TEKNOLOGI Journal of Language and Literature Studies TELL - US JOURNAL Jurnal Pendidikan Bahasa dan Sastra Journal of Innovative and Creativity Journey: Journal of English Language and Pedagogy
Caroline Victorine Katemba
Universitas Advent Indonesia
Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Students` Responses in Enhancing New Vocabulary Through Subtitled English Movies Katemba, Caroline Victorine; Ning, Wei
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 3 No. 1 (2018): Acuity: Journal of English Language Pedagogy, Literature and Culture
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/acuity.v3i1.623

Abstract

The aims of this study is to find out the student responses in enhancing new vocabulary through subtitled English Movies. And the research question is “what are students` responses in enhancing new vocabulary through subtitled English movies?” to achieve this objective, the study employed a quantitative method. The data were obtained from questionnaire. The questionnaire were distributed to the Universitas Advent Indonesia. The data were then descriptively analyzed. The result of this study indicated that most of student responded positively through subtitled English movies in enhancing new vocabulary. This research findings are expected to contribute to the efforts in the teaching and learning area, particularly in increasing students` vocabulary. Keywords: Subtitled English Movies, Student` Responses, Vocabulary
A Comparison between Word Tree Branch Method and Interactive Word Wall to Improve Student's Vocabulary Purnamasari, Ribka; Katemba, Caroline Victorine; Panjaitan, Nelson B.
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 3 No. 2 (2018): Acuity: Journal of English Language Pedagogy, Literature and Culture
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/acuity.v3i2.650

Abstract

The purpose of this study is to find out the improvement of students’ vocabulary between those who were taught through WTB (Word Tree Branch) or IWW (Interactive Word Wall). This study used quantitative research method and comparative design by using pre-test and post-test. This study was designed to find out the answer to the following question: Is there any significant difference on the students’ vocabulary improvement between those who were taught through Word Tree Branch method and those who were taught through Interactive Word Wall method? The sample of this study are, two classes in grade VIII of SMPN 1 Parongpong, Bandung. They were divided into two classes, grade VIII H experienced Interactive word Wall and grade VIII J experienced Word Tree Branch. The instrument used for this study is vocabulary test, which contain 40 questions. The result of this study shows that the students who acquire WTB or IWW method were improved for their vocabulary, vocabulary categorized as “moderate” but there is no significant difference between those two groups of students vocabulary improvement. Keywords: WTB (Word Tree Branch) and IWW (Interactive Word Wall)
The Comparison Between START and TAI Models in Improving SMP Students' ReadingComprehension Ability Sihombing, Triumph; Katemba, Caroline Victorine
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 4 No. 1 (2019): Acuity: Journal of English Language Pedagogy, Literature and Culture
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/acuity.v4i1.674

Abstract

This study was aimed to see whether there was a significant difference in students' improvements in reading comprehension ability after applying START (Students and teacher Actively Reading Text) and T-A-I (Team Assisted Individualization) models. This study used a quantitative research method and comparative design. The participants of the study were 63 students that were divided into two groups. Class VIIB students were taught through the START model and VIIC students were taught through the T-A-I model. The conclusion is: There was an improvement in the reading comprehension ability of students who were taught using START, categorized as moderate and T-A-I cooperative learning models, categorized as low. Moreover, there is a difference in the students reading comprehension improvement between those who acquired START and T-A-I teaching models. Keywords: Reading comprehension ability, Narrative Text, Descriptive Text, START, T-A-I, Teaching Model.
Building 10th Grade Students’ Vocabulary through Reading the Newspaper at SMK 45 Lembang Katemba, Caroline Victorine; Parilia, Rafael Randy
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 5 No. 1 (2020): Acuity: Journal of English Langauge Pedagogy, Literature & Culture
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/acuity.v5i1.1089

Abstract

Using newspaper either printed or online as a medium of English learning is a unique way to stimulate students’ interest in reading since most of the students at this age have dropped their interest in reading resulting their lack of English vocabulary. The researcher decided to use the newspaper as a medium to build students’ vocabulary. The researcher chose a group of participants from a group of 10th-grade students in SMK 45 Lembang, which are class XB and Class XE. The school gave these two classes as the samples because they believed each class has relatively equal knowledge and cognitive abilities. In this study, researchers randomly selected from the two classes to be used as a sample for the Control and Experimental Class. As a result, researchers found class XE as Control class and XB as the Experimental class. The study lasted for a full month, in which each class received different treatment. As a result, the Gain value of Experimental class is higher than the Control class. Moreover, based on the result of the data analysis with the Mann-Whitney U test method, it showed that there were significant differences in Students’ Vocabulary growth, between Control class and Experimental class. Based on the calculation of Non-parametric Mann- Whitney U test, the gain data between Experimental Class and Control Class show the value of Asymp Sig. (0.000), Zα (0.05) and the value of Z (4.847). Z α (1.96). Therefore, the researcher can conclude that the method of using newspaper as a teaching material has a positive impact on the absorption and growth in students’ vocabulary. Keywords: vocabulary achievement, reading, newspaper
Teachers' Perceptions in Implementing Technologies In Language Teaching and Learning in Indonesia Katemba, Caroline Victorine
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 5 No. 2 (2020): Acuity: Journal of English Langauge Pedagogy, Literature & Culture
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/acuity.v5i2.2299

Abstract

Technologies have swept the world in every aspect of life including the education system. And therefore, the purpose of this research is to find the Challenges Encountered in implementing technologies in Language Teaching and Learning in Indonesia. This study was a quantitative method in nature. The participants of the study were randomly chosen 30 teachers from Bandung in the rural area. The data were collected by using questionnaires and were analyzed by using mix method that is quantitative and qualitative procedures. The result showed that using technology in the classroom was helpful. In addition to that, more tools and facilities provided by schools are increasingly helping them improve their ability to use technology. Though the school has prepared facilities there were several challenges found in the implementation of technologies in the Language Learning classrooms. Additional results of this study give meaningful insights for policymakers in relation to the implementation of ICT for teaching and learning in the classroom.
Enhancing Vocabulary Performance Through Mobile Assisted Language Learning at a Rural School in Indonesia Katemba, Caroline Victorine
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 6 No. 1 (2021): Acuity: Journal of English Language Pedagogy, Literature & Culture
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/acuity.v6i1.2457

Abstract

Living in this era of globalization and in the 4.0 industrial revolution, we cannot get away from technology because it has integrated into our lives and has penetrated the educational system. There were studies done on the use of mobile-assisted language learning (MALL) to improve students’ vocabulary achievement in other parts of the world and also in some urban schools in Indonesia, but this study seeks to find whether the students’ vocabulary improved through the use of MALL at rural school in Bandung- Indonesia. This study was carried out to find the enhancement of using MALL in vocabulary teaching to 79 grade 8 students in Bandung. This study was designed for quantitative and experimental research. The students were separated into two groups, experimental and control groups. A day before coming to class, 15-20 words to learn the following day was sent to the experimental group through a short messages system (SMS) for them to read, find the synonyms and meanings of those words before coming to the class.   The result of the study showed that students in the experimental group performed better than the control group. It also proves that technology makes a significant difference in the learning of vocabulary in school.
Vocabulary Enhancement through Presentation, Practice, Production(PPP) Method in the Rural EFL Classrooms Katemba, Caroline Victorine
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 7 No. 1 (2022): Acuity: Journal of English Language Pedagogy, Literature & Culture
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/acuity.v7i1.2774

Abstract

The purpose of this research was to look into how to improve students' vocabulary achievement by using the Presentation, Practice, and Production method. This study used both quantitative research and an experimental design. In this study, 68 seventh-grade students from SMP Negeri in Bandung Barat participated. They were split into two groups: the control and the experimental. Both groups received the same pre-test. The Presentation, Practice, and Production method was taught to the experimental group, while the traditional method was taught to the control group. Statistical analysis of the data revealed a significant difference in enhancement between the experimental and control groups. Both groups improved, but the control group did not outperform the experimental group. The researcher recommended that the teacher teach vocabulary using the Presentation, Practice, Production method because it is effective in increasing student vocabulary in rural EFL classrooms.
Enhancing Students' Reading comprehension through Venn Diagram strategy And Know, Want, Learn (KWL) Strategy. Katemba, Caroline Victorine; Sihombing, Natalia Maria
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 8 No. 1 (2023): Acuity: Journal of English Language Pedagogy, Literature and Culture
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/acuity.v8i1.3015

Abstract

The purpose of this study is to find out the improvement of students’ reading comprehension between those who acquire Venn diagram strategy and those who acquire Know, Want, Learn (KWL) chart strategy. This study used quantitative research method and comparative design by measuring the achievement of pre-test and post-test. The participants of the study were 64 students’ of Grade X of SMA N 1 Lembang, Bandung Barat in grade X MIPA 6 and X MIPA 7. They were divided into 2 groups. The students of grade X MIPA 6 acquired K.W.L chart while the students of grade X MIPA 7 acquired Venn diagram. The instrument used in this research is descriptive test. The result of this study shows that there is no significant difference on students reading comprehension improvement between those who acquired Venn diagram and those who acquired K.W.L and for the gender’s group there is no significant difference in reading comprehension improvement.
Role-Playing Improves Speaking Proficiency Skills Katemba, Caroline V.; Grace, Ruth M.
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 8 No. 2 (2023): Acuity: Journal of English Language Pedagogy, Literature and Culture
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/acuity.v8i2.3153

Abstract

The goal of this research is to determine whether the Role Play Technique may improve students' speaking skills, particularly in grade XI. The study was carried out at SMAN 1 Cisarua, Bandung Barat, with 34 students from grade XI Science-3 serving as the sample. This is a pre-experimental study. After 16 hours of treatment (two hours per meeting utilizing the Role Play technique), the students were given a pre-test and a post-test. After analyzing the data, it was discovered that there is a substantial difference in enhancing students' speaking skills following therapy with the Role Play Technique. Based on the interpretation of the data analyzed it was found that the p-value is 0.000 (Sig.) ≤ α (0.05) then Ha is accepted and Ho is rejected. The pre-test score is 42,08 % and the post-test score is 62,6 %. And the gain is 0,377. It is recommended to keep motivating the students to use the role-play properly in the future to improve their English speaking skills.
Extensive Reading Strategy and Reading Comprehension: Individual vs Group Instruction Katemba, Caroline Victorine; Tomatala, Sarah V.
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 9 No. 1 (2024): Acuity: Journal of English Language Pedagogy, Literature and Culture
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/acuity.v9i1.3245

Abstract

Reading in a foreign language (English) has been a problem for primary school kids in remote places in Indonesia. The purpose of this study is to determine if there is a significant difference in the effect of extensive reading (ER) between individual and group teaching. Students were divided into two categories, one class read individually, and the other class read in groups. This is a quantitative study. The pre-test and post-test research design was employed in this study. A comprehension test was given to the participants before and after the reading activities. The results of this study demonstrate that participants in both groups have improved their reading comprehension scores. Additionally, there is a noticeable difference between students who received ER instruction individually and those who received ER instruction in a group; both groups improved in their reading scores, as can be clearly seen from the post-test score as well as from the computed gain score of the ER group, which attained a higher score. The post test of the ER-individual is 51.39, and the normalized gain is 0.31, while the post test of the ER-group is 70.30, and its normalized gain is 0.38. Therefore, there was a significant difference between individual and group teaching. This study also revealed that the approach used to enhance pupils' reading comprehension received favorable feedback. Therefore, it is recommended to use ER groups for reading comprehension, especially for primary pupils.
Co-Authors Anne Lou Hendriks, Anne Lou Ayu Winda Marpaung Beatrix Angelica Cahya, Michelle Grace Stephanie Cherrilyne Goodenough Cherrilyne Goodenough, Cherrilyne Elizabeth Riana Sormin, Elizabeth Riana Epril L. Butar Butar Epril Lebora Butar Butar Gallena-Sinaga, Judith Tagal Grace Hulu Grace Hulu, Grace Grace, Ruth M. Hana Elisabeth Manullang Hanna Theresia Rehulina Sembiring Hanna Theresia Rehulina Sembiring Ibrahim, Yodi Setiawan Ivana Jane Damanik Jessica Ruth Melvira Simanungkalit Joshua H. L. Tobing Kartyca Naya Kartyca Naya, Kartyca Kelendonu, Rimanuella Sabathiana Kisan Tampubolon Kisan Tampubolon, Kisan Linda Simarmata Linda Simarmata, Linda Manullang, Hana Elisabeth Marlin Steffi Marpaung Natasha Maria Jeannie Manurip Nelson B. Panjaitan, Nelson B. Nelson Balisar Panjaitan Ning, Wei Parilia, Rafael Randy Purnamasari, Ribka Samuel Samuel Saraswati, Yessy Setyaningtyas, Rida A. Siagian, Sylvania Walanda Sihombing, Natalia Maria Sihombing, Triumph Simanjuntak, Samuel M. Stephanie Feli Taebenu Tobing, Jonathan H. Tomatala, Sarah V. Wenas, Beauty Gatari Cathleen Zebua, Joice Angela Zebua