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<![CDATA[SYNTHESIZING GRAMMAR AND STRUCTURE PROBLEMS FACED BY INDONESIAN TOEFL PARTICIPANTS ]]>
<![CDATA[Hampp, Paula L]]>;
<![CDATA[Kumayas, Tirza A]]>;
<![CDATA[Lengkoan, Fergina]]>
<![CDATA[ Jurnal Pendidikan Bahasa Inggris undiksha Vol 9, No 1 (2021): May ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jpbi.v9i1.33811
<![CDATA[The TOEFL test is one of the requirements to pass the Thesis exam at several universities in Indonesia. Grammar and Structure Score is the lowest score, and it becomes a problem for the test takers. This study aimed to analyze the factors of Grammar Structure difficulties experienced by students in solving TOEFL questions. This research approach is descriptive qualitative with a sample of 20 students and taken by purposive sampling of 70 students. Interviews and questionnaires were conducted as a data collection tool. The results showed that there were several problems which were factors that influenced the TOEFL participants' written structure and expression lower than listening and reading scores. They cannot analyze the wrong words in part B. A lack of practice on grammar causes problems, and students study independently without guidance and instruction from lecturers or experts. That four main factors cause students to have difficulty solving TOEFL questions: not preparing for the exam, lack of grammar practice, lack of vocabulary mastery, and learning independence. In this case, students and teachers have responsibility for learning achievement, even if these factors come from the TOEFL takers themselves.]]>
<![CDATA[PENGAJARAN KOSA KATA BAHASA INGGRIS BAGI SISWA SD MENGGUNAKAN MEDIA PEMBELAJARAN DAN KONSEP THREE PERIOD LESSON ]]>
<![CDATA[Paula L Hampp]]>;
<![CDATA[Qadriyah Lakoro]]>
<![CDATA[ ABDIMAS: JURNAL PENGABDIAN KEPADA MASYARAKAT Vol 14, No 2 (2021): ABDIMAS: JURNAL PENGABDIAN KEPADA MASYARAKAT ]]>
Publisher : <![CDATA[LPPM UNIMA ]]>
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DOI: 10.36412/abdimas.v14i2.3049
<![CDATA[Penguasaan kosa kata Bahasa Inggris yang sangat kurang pada siswa yang duduk di bangku SD menjadi salah satu penyebab tidak mudahnya dalam penguasaan Bahasa Inggris. Hal ini disebabkan karena kurangnya pengajaran Bahasa Inggris di tingkat SD dan kurangnya tersedia tenaga pengajar yang berlatarbelakang pengajar Bahasa Inggris. Untuk menghadapi masalah tersebut adalah dengan membantu mengajar dan memfasilitasi pengajaran Bahasa Inggris meski hanya dengan kegiatan pengabdian yang dilaksanakan kurang lebih 3 bulan sejak bulan April 2021 sampai dengan Juni 2021. Kegiatan pengenalan kosa kata Bahasa Inggris dilakukan melalui 3 media, yang pertama menggunakan lagu, kedua gambar, dan yang ketiga adalah dengan menggunakan permainan atau game. Setelah menerapkan 3 media tersebut siswa diuji dengan tes kosa kata Bahasa Inggris dan hasilnya menunjukan siswa mampu meningkatkan penguasaan kosa kata dan mereka sangat antusias dalam belajar Bahasa Inggris. Dengan menggunakan media lagu, gambar, dan permainan para siswa tidak merasa bosan dan membantu memori mereka dalam penguasaan kosa kata Bahasa Inggris.]]>
<![CDATA[INCREASING STUDENTS’ VOCABULARY BY USING WORD CARDS ]]>
<![CDATA[Christiaan H. Kaloke]]>;
<![CDATA[Paula Hampp]]>;
<![CDATA[Paula Rombepajung]]>
<![CDATA[ KOMPETENSI Vol. 1 No. 04 (2021): KOMPETENSI: Jurnal Ilmiah Bahasa dan Seni ]]>
Publisher : <![CDATA[Fakultas Bahasa dan Seni, Universitas Negeri Manado ]]>
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DOI: 10.36582/kompetensi.v1i04.1868
<![CDATA[The purpose of this study was to find out whether the use of Word Cards is able to increase students’ vocabulary. The students at SMP NEGERI 6 KAKAS in academic year 2019/2020 were chosen as the subject of this study, specified to the seventh grade that consisted of 18 students. This research used pre-experimental design with one group pretest and post-test. This study consisted in five meetings. First the researcher gave a pretest next treatment and the last posttest. The technique in collecting data used test as instrument in form of matching item test consisted with 25 numbers. The result of this study found that Word Cards was effective in increasing students’ vocabulary where post-test was higher than pre-test. The mean score pre-test was 8.27 and the mean score of post-test was 14.61. It can be stated that Word Card is considered effective to increase students’ vocabulary.]]>
<![CDATA[INCREASING STUDENTS’ VOCABULARY BY USING WORD CARDS AT SMP N 6 KAKAS ]]>
<![CDATA[Christiaan Kaloke]]>;
<![CDATA[Paula Hampp]]>;
<![CDATA[Paula Rombepajung]]>
<![CDATA[ JoTELL : Journal of Teaching English, Linguistics, and Literature Vol. 1 No. 6 (2022): JoTELL: Journal of Teaching English, Linguistics, and Literature ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris ]]>
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DOI: 10.36582/jotell.v1i6.4213
<![CDATA[Teaching vocabulary by using Word Cards, makes students are able to find new vocabulary from what they are seeing and the spelling from the Word Cards. The purpose of this study was to find out whether the use of Word Cards is able to increase students’ vocabulary. The students at SMP NEGERI 6 KAKAS in academic year 2019/2020 were chosen as the subject of this study, specified to the seventh grade that consisted of 18 students. This research used pre-experimental design with one group pre-test and post-test. This study consisted in five meetings. First the researcher gave a pretest next treatment and the last posttest. The technique in collecting data used test as instrument in form of matching item test consisted with 25 numbers. The result of this study found that Word Cards was effective in increasing students’ vocabulary where post-test was higher than pre-test. The mean score pre-test was 8.27 and the mean score of post-test was 14.61. It can be stated that Word Card is considered effective to increase students’ vocabulary]]>
<![CDATA[THE USE OF SMALL GROUP DISCUSSION TECHNIQUE TO IMPROVE STUDENTS' READING COMPREHENSION ]]>
<![CDATA[Gerry Kasiha]]>;
<![CDATA[Paula Hampp]]>;
<![CDATA[Tirza Kumayas]]>
<![CDATA[ JoTELL : Journal of Teaching English, Linguistics, and Literature Vol. 1 No. 6 (2022): JoTELL: Journal of Teaching English, Linguistics, and Literature ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris ]]>
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DOI: 10.36582/jotell.v1i6.4214
<![CDATA[The purpose of this study was to find out whether the use of Small Group Discussion Technique is able to improve students’ Reading Comprehension. The students at SMP Anugerah Tondano in academic year 2021/2022 were chosen as the subject of this study, specified to the eighth grade that consisted 14 students. This research used pre-experimental design with one group pre-test and post-test. This study consisted in five meetings. First the researcher gave a pretest second, treatment and the last posttest. The technique in collecting data used test as instrument in form of multiple choice test consisted with 10 numbers. The result of this study found that the use of Small Group Discussion was effective in improving students’ Reading Comprehension where post-test was higher than pre-test. The mean score pre-test was 4,14 and the mean score of post-test was 6.64. It can be stated that the use of Small Group Discussion is considered effective to improve students’ Reading Comprehension.]]>
<![CDATA[THE READABILITY LEVEL OF READING TEXTS IN ENGLISH FINAL EXAM TEST FOR NINTH GRADE STUDENTS AT SMP BEREA TONDANO ]]>
<![CDATA[Theresia Tesalonika Polii]]>;
<![CDATA[Noldy Pelenkahu]]>;
<![CDATA[Paula Hampp]]>
<![CDATA[ JoTELL : Journal of Teaching English, Linguistics, and Literature Vol. 1 No. 6 (2022): JoTELL: Journal of Teaching English, Linguistics, and Literature ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris ]]>
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DOI: 10.36582/jotell.v1i6.4277
<![CDATA[Reading is one of the language components that English learners must be familiar with. Reading is the act of extracting meaning from written text. Readers use their understanding of the writing system, language, and the capacity to deduce meaning from text. The aim of this research was to find out the readability level of reading texts of English final exam test for ninth grade students at SMP Berea Tondano. The writer analyzed 3 past final exam test. The writer used Flesch Reading Ease Formula to analyzed the test. The data was categorized in 5 level of readability. After analyzing the collected data, the writer found 1 text or (3.8%) in level very easy, 8 texts or (30.8%) in level easy, 7 texts or (26.9%) in level fairly easy, 7 texts or (26.9%) in level standard, and 3 texts or (11.5%) in level fairly difficult. Based on the collected data, 7 reading texts or (26.9%) were found in standard level, and the writer concluded that the test was suitable for the ninth grade students]]>
<![CDATA[THE USE OF NUMBERED HEAD TOGETHER (NHT) TO INCREASE STUDENTS’ READING COMPREHENSION ON NARRATIVE TEXT AT SMP NEGERI 1 LANGOWAN ]]>
<![CDATA[Feiby Sekeon]]>;
<![CDATA[Paula Hampp]]>;
<![CDATA[Sarah Kamagi]]>
<![CDATA[ JoTELL : Journal of Teaching English, Linguistics, and Literature Vol. 1 No. 8 (2022): JoTELL: Journal of Teaching English, Linguistics, and Literature ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris ]]>
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DOI: 10.36582/jotell.v1i8.4367
<![CDATA[The purpose of this research is to find out whether Numbered Head Together Techique is effective to increase students’ reading comprehension especialy in narrative text. In terms of purpose Based on explanation above, the writer wants to apply Numbered Head Together (NHT) in increasing students’ reading comprehension especially on narrative text. The writer hopes by using Numbered Head Together (NHT) for teaching reading can help students get an improvement in reading especially in narrative text. The result of this research shows that the score of the students in post-test are higher than the students’ score in pre-test. The mean score of pre-test was 48,03 while the mean score of post-test was 74,82. It was clear that the result of post-test was better than pre-test. Using narrative text (fable) in teaching reading helped students to improve their reading ability in comprehend the written text, especially narrative text. Since the use of fable is effective to overcoming students’ problem in comprehending reading text, English teachers are suggested to apply narrative text (fable) in teaching reading narrative text in order to make the teaching learning process more effective and enjoyable. The teacher should provide interesting materials, in order to prevent the students from being bored.]]>
<![CDATA[AN ANALYSIS OF TASKS VOCABULARY IN ENGLISH TEXTBOOK “BAHASA INGGRIS X EDISI REVISI 2017” FOR SENIOR HIGH SCHOOL ]]>
<![CDATA[Hatiarni Ode]]>;
<![CDATA[Paula Hampp]]>;
<![CDATA[Rinny Rorimpandey]]>
<![CDATA[ JoTELL : Journal of Teaching English, Linguistics, and Literature Vol. 1 No. 8 (2022): JoTELL: Journal of Teaching English, Linguistics, and Literature ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris ]]>
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DOI: 10.36582/jotell.v1i8.4369
<![CDATA[The study was done in the two purpose, first to describe types of task vocabulary that help students widen and deepen on their stock of vocabulary and second is to describe which type of vocabulary is the most dominant from textbook namely “Bahasa Inggris X edisi revisi 2017” for tenth grade in senior high school. In this study, quantitative content analysis was use because the data presented in the form of number or percentages. The source of data as in the textbook namely Bahasa Inggris x edisi revisi 2017. This study used descriptive analysis approach in analyzing the data. It means that this study was focus on tasks vocabulary found only in the textbook as written, not in general. The result shows: first, tasks vocabulary in the textbook consisted of two types: vocabulary builder and vocabulary exercise. Each of the types consisted of 16 tasks vocabulary. Thus, there were 32 tasks vocabulary in all. Second, tasks vocabulary that was the most dominant were sentence completion with 13 tasks (41%). What is interesting is that new words introduced in vocabulary builder section was repeated in a number of contexts: reading texts, reading comprehension questions, pronunciation section, vocabulary tasks, grammar tasks, and speaking tasks. This is in line with the principles of vocabulary learning: the Principle of Re-contextualization and the Principle of Multiple Encounters]]>
<![CDATA[STUDENTS’ PERCEPTIONS TOWARDS USING ICT IN SPEAKING SKILL DEVELOPMENT ]]>
<![CDATA[Praysita Dondo]]>;
<![CDATA[Paula Hampp]]>;
<![CDATA[Rinny Rorimpandey]]>
<![CDATA[ KOMPETENSI Vol. 2 No. 02 (2022): KOMPETENSI: Jurnal Ilmiah Bahasa dan Seni ]]>
Publisher : <![CDATA[Fakultas Bahasa dan Seni, Universitas Negeri Manado ]]>
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DOI: 10.36582/kompetensi.v2i02.4740
<![CDATA[This research aims at describing students’ perceptions towards using information and communication technology in speaking skill development. The researchers use a qualitative research design with a non-experimental research. The population of this research is the students of EnglishEducationDepartment UNIMA and the sample is 30 respondents who experienced using ICT in their speaking skill development. The data are collected by using questionnaire as the research instrument. The result of this study indicates that students agreed that they can easily access English learning platforms with ICT and practice speaking. They experience positive use of ICT in practicing speaking and even develop their speaking skills because ICT helps students to recognize their mistakes, learn correct pronounciation, learn more vocabulary, and build a regular speaking practice.]]>
<![CDATA[STUDENTS’ PERCEPTION TOWARD THE USE OF ENGLISH SONG FOR SPEAKING SKILL ]]>
<![CDATA[Apriliyane Pandey]]>;
<![CDATA[Paula Hampp]]>;
<![CDATA[Fivy Andries]]>
<![CDATA[ JoTELL : Journal of Teaching English, Linguistics, and Literature Vol. 1 No. 1 (2022): JoTELL: Journal of Teaching English, Linguistics, and Literature ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris ]]>
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DOI: 10.2801/jotell.v1i1.3291
<![CDATA[The aim of this research is to identify the perceptions of students about the use of song for speaking skill. The researcher used questionnaire in this research. The researcher used descriptive method which is survey method to analyze the data. Survey method was used to analyze the data directly from people. The population of this research were the third grade students of SMA Negeri 1 Tomohon. There were 10 classes that divided into 5 science classes, 3 social classes, and 2 language & culture classes. There were 297 students of third grade at the school. The sample was 15% of the population and the researcher used simple random technique. In other words, there were 44 students participated in this research. Based on the findings of the research, it was found that the students as the sample had a great deal in experience by using song, and the perception from the questions were dominated positively. The conclusion was the use of song considered to be beneficial and effective for third grade students of SMA Negeri 1 Tomohon. It was suggested to English teachers to always improve the way of teaching, monitoring the improvement of technology that can be improved things especially in learning speaking and gain the benefits from the result.]]>
