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This Author published in this journals
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 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 Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Unraveling the Obstacles to English Learning Among EFL Junior High School Students in the Parongpong Region Katemba, Caroline Victorine
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 9 No. 2 (2024): Acuity: Journal of English Language Pedagogy, Literature and Culture
Publisher : LPPM Universitas Advent Indonesia

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Abstract

The study aimed to identify the primary obstacles encountered by junior high school students when learning English. Conducted as a cross-sectional survey, data were gathered from 102 9th-grade students in three public schools in Parongpong using a Likert questionnaire and analyzed through mean scores. Findings revealed that the key barriers included students' tendency to use their native language, grammar errors, limited speaking opportunities outside school, fear of making mistakes, and restricted vocabulary. Additionally, challenges arose from listening materials' speed and complexity, unfamiliar topics and words, as well as nervousness. Furthermore, hurdles in reading practice, complex text structures, idea generation, spelling, paragraph organization, grammar, teacher's limited use of learning media, and cognitive attitudes were observed. These findings are expected to aid teaching efforts, particularly in addressing barriers for EFL learners.
Students' Perceptions of Using the OpenAI ChatGPT Application in Improving Writing Skills Zebua, Joice Angela Zebua; Katemba, Caroline Victorine
Journal of Language and Literature Studies Vol. 4 No. 1 (2024): March
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v4i1.1805

Abstract

This study investigates the perceptions of utilizing the ChatGPT OpenAI application to enhance students' writing skills. One rapidly developing AI application is ChatGPT, a language model that can assist in writing. The purpose of this study is to explore students' perceptions of using the OpenAI ChatGPT application to improve their writing skills. This research uses a quantitative approach with data collection through a Likert-type closed questionnaire. A total of 82 students from various study programs at Universitas Advent Indonesia who have been using OpenAI ChatGPT for a minimum of four months were respondents in this study. The results show that the majority of respondents have a positive perception of using OpenAI ChatGPT to enhance learning motivation (41.25%), provide comprehensive and easy-to-use features (41%), and help correct grammar errors in writing articles (35.25%). However, some respondents feel neutral about OpenAI ChatGPT's ability to provide explanations that can improve writing skills (37.50%). It can be concluded that the use of OpenAI ChatGPT can be a useful tool in improving students' English writing skills. This study also indicates the potential for further development in providing more in-depth explanations.
Unlocking Reading Comprehension: A Comparative Study of Individual vs. Group Annotation Strategies Katemba, Caroline Victorine
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 10 No. 1 (2025): 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.v10i1.3806

Abstract

This study investigates the effectiveness of individual versus group annotation procedures in improving reading comprehension among students learning English as a foreign language. The study's goal is to examine the effects of two annotation procedures, individual and group annotations, on students' reading comprehension and analyze their reactions to these strategies. Data were obtained from two groups of eighth-grade students at SMPN 5 Lembang, one using individual annotation and the other employing group annotation methodologies. The study used pre- and post-tests to assess comprehension improvement, as well as statistical analyses (SPSS) to compare the two groups. The results showed that, while both strategies improved reading comprehension, students who used group annotation made larger gains. The group annotation approach also increased students' interest and motivation, as shown by more favorable responses to the strategy in post-treatment questionnaires. The findings indicate that group annotation is more effective than individual annotation in improving reading comprehension because it promotes better teamwork, motivation, and a deeper grasp of the material. Furthermore, the study emphasizes the need to tailor reading tactics to individual characteristics among students, implying that group annotation can be a more interesting and successful approach to developing reading abilities.
Flipped Classrooms in the Digital Age: A WhatsApp-Based Approach to Improving Reading Comprehension Across Genders Katemba, Caroline Victorine; Setyaningtyas, Rida A.; Tobing, Jonathan H.
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 10 No. 2 (2025): Acuity: Journal of English Language Pedagogy, Literature and Culture
Publisher : LPPM Universitas Advent Indonesia

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Abstract

Reading comprehension is one of the most important in learning English.This study aimed to find out improving students’ reading comprehension using Flipped Classroom through WhatsApp. The sample in this research is 8th grade students from two classes at SMPN 10 Cimahi in grade eight. This research using quantitative approach and using experimental method. The student’s (female and male) reading comprehension ability show improvement. It show from the mean score for n-gain in male 0.4280 and from female is 0.5613 it means the initial ability after using Flipped Classroom through Whatsapp male and female in students’ reading comprehension is increase. In, addition, There is difference in students’ reading comprehension improvement between female and male students after being taught using flipped classroom through WhatsApp, it shows from the result of independent sample T-test is 0,001 > 0,005. The result from the questionnaire is 93.33% responded positively. In summary, it can be conclude that the Flipped Classroom through WhatsApp can help the students in reading comprehension.
Role of Mobile-Assisted Language Learning in Improving Vocabulary Mastery among EFL Students Caroline V. Katemba
PEBSAS: Jurnal Pendidikan Bahasa dan Sastra Vol. 3 No. 2 (2025): July
Publisher : Yayasan Insan Cipta Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61721/pebsas.v3i2.603

Abstract

This study investigated the role of Mobile-Assisted Language Learning (MALL) in improving vocabulary mastery among English as a Foreign Language (EFL) students at MAN Labuhanbatu. A qualitative descriptive design was employed to explore how mobile applications support vocabulary learning in this context. Data were collected through classroom observations, semi-structured interviews with two English teachers and twenty-four Grade XI students, and document analysis of lesson plans and student task results. Vocabulary mastery was measured through pre-test and post-test scores over a six-week period of MALL integration using applications such as Quizlet and Duolingo. The findings indicated that MALL enhanced students’ vocabulary acquisition by providing greater exposure to target words, interactive learning activities, and personalized practice opportunities. The average vocabulary score increased from 65.42 in the pre-test to 80.58 in the post-test, with notable improvements in word meaning recognition, spelling accuracy, and contextual usage in writing. Students reported higher motivation and engagement, while teachers noted more active participation during lessons. However, challenges such as limited internet access, inconsistent task completion, and passive engagement with applications were also identified. It can be concluded that MALL serves as an effective supplementary tool for vocabulary instruction in the madrasah context, provided it is integrated into structured learning activities and supported by consistent teacher guidance. The study recommends further research on the long-term effects of MALL and its application in other areas of language learning.
The Effectiveness of Inquiry-Based Learning on Reading Skills at SMAN I Lembang: Kurikulum Merdeka Cahya, Michelle Grace Stephanie; Katemba, Caroline Victorine
JETAL: Journal of English Teaching & Applied Linguistic Vol 4 No 2 (2023): April 2023
Publisher : English Education Department at FKIP Nommensen University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jetal.v4i2.1115

Abstract

A curriculum is one of the learning instruments that educational institutions must be completed. Indonesian educational system has its new curriculum called Kurikulum Merdeka aims to respond the challenges of education, which in its realization must support skills in critical thinking, problem-solving, creativity, and innovation, as well as communication and collaboration skills for students. Inquiry-Based Learning is one of the methods that help students to think critically, innovative, and creatively. The method used in this research is a quantitative method using an experimental design with a control and experimental group and a pre-test and post-test design. It used a purposive sampling technique to determine the samples that involved 68 students: 34 students in the experimental class and 34 students in the control class. The data were gained through tests. Then, the data were analyzed through SPSS 21. The significant findings of the recent study were the roles of IBL is to improve the reading skills of tenth-grade students at SMAN 1 Lembang.
Improving Students’ Vocabulary Through Unjumbled Word Wall Medium at Grade Seven of SMPN 1 Parongpong Marpaung, Ayu Winda; Katemba, Caroline V
Journal of Innovative and Creativity Vol. 5 No. 3 (2025)
Publisher : Fakultas Ilmu Pendidikan Universitas Pahlawan Tuanku Tambusai

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Abstract

This study investigates the effectiveness of using the Unjumble Word Wall media in improving students’ vocabulary mastery in English language learning. A quantitative experimental design was employed by administering pre-tests and post-tests to seventh-grade students at SMPN 1 Parongpong, West Java. The experimental group received vocabulary instruction using the Unjumble Word Wall application, while the control group was taught using the standard Word Wall media. The collected data were analyzed using descriptive statistics, normality tests, N-Gain analysis, and paired sample t-tests. The results indicate a significant improvement in vocabulary mastery among students who used the Unjumble Word Wall media. The post-test mean score (M = 89.77) was substantially higher than the pre-test mean score (M = 48.37), demonstrating the effectiveness of the Unjumble feature in enhancing students’ vocabulary learning. The N-Gain percentage (78.77%), categorized as high, further confirms the strong impact of the media. Despite these positive outcomes, several challenges were noted, including students’ varying digital literacy and limited internet access during learning sessions. In conclusion, integrating the Unjumble Word Wall media into English vocabulary instruction provides an effective, engaging, and interactive learning experience that enhances students’ vocabulary mastery and participation in class activities.
THE USE OF YOUTUBE ENGLISH EDUCATIONAL VIDEOS IN IMPROVING LISTENING COMPREHENSION Hanna Theresia Rehulina Sembiring; Caroline Victorine Katemba
Journey: Journal of English Language and Pedagogy Vol. 6 No. 1 (2023): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v6i1.622

Abstract

This research aims to find out how students can use YouTube's educational English videos to enhance their listening skills. A Google Form online survey was used as the survey methodology for this quantitative research. The target population for this research is senior high school students taking English classes. Due to the application's beneficial effects on the student's hearing, the data analysis showed that the student can enhance their listening comprehension with YouTube's educational English videos. The results of this research suggest that watching English instruction videos on YouTube can improve students' listening comprehension. The results were supported by every student, who agreed that using YouTube to improve their listening comprehension could be helpful. This research is far from perfect and still has many flaws. The researcher therefore expects that another researcher will continue their study into how to use YouTube's application for English educational videos more effectively, especially in listening comprehension across a range of academic levels. The study's benefits and potential to help other researchers who want to look into a connected topic are also anticipated by the researcher.
EFL STUDENTS' PERCEPTIONS TOWARD VOCABULARY LEARNING BY LISTENING TO ENGLISH SONGS ON SPOTIFY Epril L. Butar Butar; Caroline V. Katemba
Journey: Journal of English Language and Pedagogy Vol. 6 No. 1 (2023): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v6i1.628

Abstract

This research aimed to discover the differences in attitudes, personal feelings, and perceptions of English as a Foreign Language (EFL) students from secondary and tertiary levels toward vocabulary learning by listening to English songs on Spotify. The researcher conducted the study using a descriptive quantitative research design and distributed a questionnaire to 97 EFL students via Google Forms to collect data. Those EFL students were 45.4% tertiary students (44 people) and 54.6% secondary students (53 people) from various schools and colleges who were listening to an English song on Spotify and taking English classes. According to the research, EFL students largely agreed and expressed positive attitudes, personal feelings, and perspectives toward vocabulary learning by listening to English songs on Spotify. They also believed that doing so helped them learn vocabulary because of the Spotify’s advantages, which include being a great resource for learning vocabulary from sources like English song lyrics. The researcher also hopes that this study will aid students in learning vocabulary and that other researchers working on related topics will find it useful as a resource. Teachers may use Spotify as a teaching tool when teaching vocabulary.
Co-Authors Anne Lou Hendriks, Anne Lou Beatrix Angelica Cahya, Michelle Grace Stephanie Cherrilyne Goodenough Cherrilyne Goodenough, Cherrilyne Elizabeth Riana Sormin, Elizabeth Riana Epril L. Butar Butar Epril Lebora Butar Butar Grace Hulu Grace Hulu, Grace Grace, Ruth M. Hana Elisabeth Manullang Hanna Theresia Rehulina Sembiring Hanna Theresia Rehulina Sembiring 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 Marpaung, Ayu Winda Natasha Maria Jeannie Manurip Nelson B. Panjaitan, Nelson B. Nelson Balisar Panjaitan Ning, Wei Parilia, Rafael Randy Purnamasari, Ribka Samuel Samuel Setyaningtyas, Rida A. Siagian, Sylvania Walanda Sihombing, Natalia Maria Sihombing, Triumph Stephanie Feli Taebenu Tobing, Jonathan H. Tomatala, Sarah V. Wenas, Beauty Gatari Cathleen Zebua, Joice Angela Zebua