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Journal of Language Pedagogy
Published by Universitas Advent Indonesia
ISSN : -     EISSN : -     DOI : -
Core Subject : Education,
Languange, Linguistic, Communication & Media
Arjuna Subject : -
Articles 24 Documents
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A COMPARISON BETWEEN GRAMMAR-TRANSLATION METHOD AND DIRECT METHOD IN IMPROBING PUPIL’S VOCAB ULARY ACHIEVEMENT Katemba, Caroline V.; Sormin, Elizabeth Riana
Journal of Language Pedagogy Vol 1, No 1 (2011)
Publisher : Journal of Language Pedagogy

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Abstract

Nowadays, many language teachers use different kinds of teaching method. Applying a certain method is one of the important factors in language teaching, especially in teaching vocabulary. Vocabulary is one of the most important parts in learning a language. Therefore, teacher has to be more concern on the method for the effectiveness of the process itself. From the above reason, this study entitled "°A Comparison between Grammar-Translation Method and Direct Method in Improving Students Vocabulary Achievement" was employed to examine their difference in teaching vocabulary to the pupils. The participants were grade 6 pupils of Karyawangi Elementary School Parongpong, Bandung. This study was divided into three sessions: the pre-test, the implementation of Grammar-Translation Method and Direct Method, and the post­test. In the pre-test and post-test, the multiple-choice test was administered to them. In the treatment session, the researcher taught Grammar-Translation Method (GTM) to one group and the other group with the Direct Method (DM). The data obtained as follows: n1 (GTM group population) = 31, n2 (DM group population) = 27, a = 0.05. The mean of the pre-test of GTM group was 29.61 and the mean of Direct Method was 36.37. After the treatments, the mean of the post-test of GTM group was 46.45 while the mean of the post-test of DM group was 46.22. The range mean of GTM group was 16.84 while the DM group was 9.85. It means that there is a significant difference on the pupils vocabulary improvement. It can also be concluded that Grammar-Translation Method is better than Direct Method in improving pupils vocabulary achievement.
COMPARISON OF ENGLISH PROFICIENCY IMPROVEMENT AMONG SELECTED FRESHMEN IN UNIVERSITAS ADVENT INDONESIA (UNAI) Goodenough, Cherrilyne; Katemba`, Caroline V.
Journal of Language Pedagogy Vol 1, No 1 (2011)
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Abstract

This study compared the improvement in English proficiency of freshmen who undertook the Remedial English and English I classes concurrently (Group A) with that of freshmen who had marginally better English proficiency scores and undertook the English I class only (Group B). The paired samples t-test on the gain scores resulted in a t-observed value of 2.604 at a significance level a = 0.05, thus the conclusion that Group A achieved better improvement in English language proficiency than Group B.
ENGLISH LANGUAGE PROFICIENCY ACHIEVEMENT IN 180 HOURS AMONG 2006 BATCH AT UNIVERSITAS ADVENT INDONESIA Katemba, Caroline V.; Simarmata, Linda; Hendriks, Anne Lou
Journal of Language Pedagogy Vol 1, No 1 (2011)
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Abstract

Nowadays, English is an official language around the world.  Many people have problem for communicating because they do not know English.  To exceed the problem, it is important to study English more and take Test of English as a Foreign Language (TOEFL) because it can help them to develop their English ability.   The objective of this study is to contribute to this discussion by examining: If there is any significant difference in achievement of English language proficiency of the participants after taking English for 180 hours during six semesters.   The participants were 63 young adult, they were 2006 batch enrolled in Universitas Advent Indonesia.  The participants of this study have taken English Entrance Exam (E3in) in the first semester and English Exit Exam (E3exit) in the 6th semester.   This research obtained the data as follows: X (E3in) as pre-test=63, Y (E3exit) as post-test=63.  The means of pre-test was 353.65 with mean standard deviation was 24.488 and with mean standard error was 3.085.  And after the treatments, the mean of post-test was 443.83 with mean standard deviation was 32.001 and with mean standard error was 4.032. The mean gain score between the two tests was 90.17.  This result was supported by t-counted result was 2.636 and t-table result was 1.671.  It means that t-counted > t-table. Thus, Ha is accepted, that there is a significant difference of achievement in English language proficiency after taking English for 180 hours during six semesters.
"IMPROVING STUDENTS WRITING ABILITY THROUGH COMPLETION SHORT STORY OF SECOND YEAR HIGH SCHOOL AT UNAI LABSCHOOL" Panjaitan, Nelson B.; Silitonga, Okamura; Silitonga, Mian
Journal of Language Pedagogy Vol 1, No 1 (2011)
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This research is entitled "Improving Students Writing Ability Through Completion Short Story Of Second Year Junior High School at Unai Labschool". This research was administered to answer the question "does completion short story significantly improve writing capability of second year junior high School at Unai Lab School?" The data were collected through pre-test and post­ test, administered to 15 students and the data was analyzed by using T-test. The researcher gave the pre-test and post-test through incomplete short story form to collect the data. And the data is analyzed by using T-Test in SPSS (Statistical for service Solution) The results showed that the participants of writing achievement was improved through Completion Short Story Strategy and the score gained by participants showed that there was a significant effect of Completion Short Story Strategy. It is strong enough to improve the students writing ability. The achievements showed that the mean difference between pre-test and post-test is 18 the t w„aed= -4.306 < t pie= -2.048 with significance level in 0.05. Standard error mean of pre-test is 3.73078 and post-test 2.02477. The researcher hopes that the finding of present study could give some contribution to the improvement on the teaching writing especially for junior high school at Unai.
A STUDY ON THE EFFECTIVENESS OF CROSSWORD PUZZLE AS COMPARED TO CONVENTIONAL METHOD IN TEACHING VOCABULARY Panjaitan, Nelson B.; Simbolon, Erwin; Hendriks, Anne Lou
Journal of Language Pedagogy Vol 1, No 1 (2011)
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This study is entitled “The Effectiveness of Crossword Puzzle as Compared The Conventional Method in Teaching Vocabulary.” The research was administered to answer the question “Is crossword puzzle as compared to other methods effective in improving student vocabulary achievement?” The data were collected through pretest and posttest, administered to 35 student and the data was analyzed by using T-test. The participants of this study were the grade five elementary pupils of kartika elementary school. in section 5A there were 34 pupils who were  taught using conventional method and section 5B there were 35 pupils who were taught using crossword puzzle method. The age of the participants were between 11-15 years old. From the computation of the pretest and posttest, the result mean of pretest control group=51.17, the result mean of pretest experimental group=55.14. and the mean posttest control group= 56.61,the mean posttest experiment group= 63.42. The result shows that t counted =2.106>t table = 1,684. There is significant different crossword puzzle method effective to improve vocabulary skills. The researcher hopes that the finding of present crossword puzzle method could give some contribution to the improvement vocabulary especially for the students of Kartika X-3, Parompong, Bandung.
A COMPARISON BETWEEN GAMES AND GRAMMAR TRANSLATION METHODS IN IMPROVING PUPILS VOCABULARY ACHIEVEMENT Pandensolang, Sri Yuliana; Panjaitan, Nelson B.
Journal of Language Pedagogy Vol 1, No 1 (2011)
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Abstract

In teaching English, the teaching method determine the improvement of vocabulary achievement. Therefore, this study titled "A comparison between Games and Grammar Translation Methods in improving pupils Vocabulary Achievement." The participants involved in this study were 62 grade 5 pupils of SDN Karyawangi Parongpong, Bandung. The grade SB composed of 29 pupils, while the grade SC composed of 33 pupils. This study was divided into three steps: (1) the pretest, (2) the implementation of Games and Grammar Translation Method (GTM). (3) and the posttest. In the pretest and posttest, the multiple choice and essays form was administered to them. As the treatment, the researcher taught Games to one group, and GTM to the other group. At the end of the study, the result proved that the vocabulary achievement of the pupils taught using Grammar Translation Method is higher compared to those taught by Games.
QUESTION AND ANSWER RELATIONSHIP AND READING COMPREHENSION DEVELOPMENT AMONG THE SOPHOMORE NURSING STUDENTS Situmeang, Anas; Kristianto, Eko; Panjaitan, Nelson B.
Journal of Language Pedagogy Vol 1, No 2 (2011)
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The research was administrated to answer the question “is there any significance improvement after they used the Question and Answer Relationship reading strategy?” The data were collected through pre-test and post-test, administered to 29 students and the data was analyzed by using T-test. From the computation of the pre-test and post-test, the result showed that the participants’ comprehension achievement was improved through QAR strategy and the score gained by the participants showed that there was a significant effect of QAR strategy. It is strong enough to improve the students’ reading comprehension. The achievements showed that mean difference between pre-test and post-test is 8.7. The tcounted = 6.37 > ttable = with significance level in 0.00.  Standard error mean of the pre-test is 1.15446 and post-test is 0.77600. The researcher hopes that the finding of present study could give some contribution to the improvement on the teaching reading especially for the faculty of Education at Universitas Advent Indonesia.
IMPROVING VOCABUALARY ACHIEVEMENT THROUGH TOTAL PHYSICAL RESPONSE AMONG GRADE FOUR ELEMENTARY SCHOOL PUPILS Katemba, Caroline V.; Tampubolon, Kisan
Journal of Language Pedagogy Vol 1, No 2 (2011)
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This research is on Improving Vocabulary Achievement Through Total Physical Response (TPR) among Grade Four Karyawangi Elementary School Pupils. It is administered to answer question”Is TPR  method effective in improving the vocabulary achievement of the pupils?” The data were collected through pre test and post test, administered to 31 students and was analyzed by using t-test.  The achievements showed that the mean of the pre-test was 23.06 and the mean of the post-test was 64.11, while the significant = 0.003 < α = 0.05, thus the conclusion that there is a significant difference in pupils’ vocabulary achievement through Total Physical Response (TPR).
SQ4R METHOD AND READING COMPREHENSION DEVELOPMENT AMONG THE SOPHOMORE BUSINESS STUDNETS Panjaitan, Nelson B.; Palandeng, Rachel
Journal of Language Pedagogy Vol 1, No 2 (2011)
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ABSTRACT: This paper is an experimental study that involves the Sophomore English students’ of Business Department of Adventist University of Indonesia Bandung was the subject of the research. The purposes of this study is to find whether there is a significant improvement by using SQ4R method on the Business students, and to describe the advantages and the weakness of the SQ4R method based on research result. The people who have used the SQ4R method said that SQ4R is one of the simple ways in reading comprehension, because by using this method they could spend their time more efficiently to grasp and storage the main ideas easily. The researcher uses the pre-test and the post-test as the instrument. And the data is analyzed by using the T-test in computer. The result shows that tcounted = 2.5 > ttable – 1.96 with significant level 0.025 and the degree of freedom is 30 (df = N1+N2-2). This result means that the SQ4R method is significantly improved the students reading comprehension.
THE EFFECT OF COMMUNICATIVE LANGUAGE TEACHING (CLT) METHOD ON ENGLISH COMPREHENSION FOR STUDENTS AT THE FIFTH GRADE OF SD KARTIKA X-3 Naya, Kartyca; Katemba, Caroline V.
Journal of Language Pedagogy Vol 1, No 2 (2011)
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Abstract

This study incolves the students at the fifth grade of SD Kartika X-3 as the subject of the research.  And the writer teaches them through Information Gap, games, Pair Work, et cetera. A pre and post test was administered. The data was analyzed by suing t-test.  The result shows that students’ English comprehension had improved by using Communicative Language TGeaching (CLT) method at the coefficient t counted =2265>t table = 1667 with the significance of level in 0.05 and the degree freedon is 32 (df=n-1).  The students’ responses toward the post-test given prove that Communicative Language Teaching (CLT) method is effective to improve students’ English comprehension ability.

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