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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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Extensive Reading Strategy and Reading Comprehension: Individual vs Group Instruction Sarah V. Tomatala; Jonathan H. Tobing; Caroline Victorine Katemba
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.
The Effectiveness of Inquiry-Based Learning on Reading Skills at SMAN I Lembang: Kurikulum Merdeka Michelle Grace Stephanie Cahya; Caroline Victorine Katemba
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.
Co-Authors Anne Lou Hendriks, Anne Lou Ayu Winda Marpaung Beatrix Angelica 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 Ibrahim, Yodi Setiawan Ivana Jane Damanik Jessica Ruth Melvira Simanungkalit Jonathan H. Tobing Joshua H. L. Tobing Judith Tagal Gallena Sinaga Kartyca Naya Kartyca Naya, Kartyca Kelendonu, Rimanuella Sabathiana Kisan Tampubolon Kisan Tampubolon, Kisan Linda Simarmata Linda Simarmata, Linda Manullang, Hana Elisabeth Marlin Steffi Marpaung Michelle Grace Stephanie Cahya Natasha Maria Jeannie Manurip Nelson B. Panjaitan, Nelson B. Nelson Balisar Panjaitan Ning, Wei Parilia, Rafael Randy Purnamasari, Ribka Samuel Samuel Sarah V. Tomatala Saraswati, Yessy Setyaningtyas, Rida A. Siagian, Sylvania Walanda Sihombing, Natalia Maria Sihombing, Triumph Simanjuntak, Samuel M. Stephanie Feli Taebenu Tomatala, Sarah V. Wenas, Beauty Gatari Cathleen Zebua, Joice Angela Zebua