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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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COMPARISON OF GRAMMAR TRANSLATION METHOD AND ECLECTIC METHOD IN ENHANCING STUDENTS’ VOCABULARY ACHIEVEMENT Katemba, Caroline V.; Hulu, Grace; Panjaitan, Nelson B.
Journal of Language Pedagogy Vol 1, No 2 (2011)
Publisher : Journal of Language Pedagogy

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ABSTRACT: In teaching language there are some factors that should be considered in order to make the teaching learning process work and reach the success. The teacher should know how to make the language teaching effective, who the learners are, the method and technique that is suitable with the need of the learners and the condition of the classroom. Due to the reason above, this study entitled “Comparison of Grammar Translation method and Eclectic Method in Enhancing Students Vocabulary Achievement” was employed to investigate and examine their difference in teaching vocabulary to the early students. The participants involved in this study were grade 4 students of Karyawangi Elementary School Parongpong Bandung. This study has three major activities that were involved. They were: Pretest, implementation of Grammar Translation method and Eclectic Method and post test. The participants were commanded to answer the multiple choice test in pre test and post test. During the implementation, the participants were taught vocabulary by using the different method for each group. This research obtained data follows: n1=27, n2=33, α=0.05, mean difference of Grammar Translation Method was 19.22 where mean difference for the Eclectic group was 22.29. After the treatment it was obtained that the mean of post test of Grammar group were 57.14 and for the Eclectic group the mean of post test were 60.21. From mean of gain of the post test result (The result show that tobserved > ttable: 2.9 > 1.645), it can be concluded that the mean of gain of Eclectic group is higher than the mean of Grammar Translation Method students’ vocabulary achievement and Eclectic method students’ vocabulary achievement.
A STUDY ON THE EFFECTIVENESS OF USING ANIMATION MOVIE COMPARED TO CONVENTIONAL METHOD IN TEACHING NARRATIVE WRITING Panjaitan, Nelson B.; Siringo-ringo, Esther Gladys; Hendriks, Anne Lou
Journal of Language Pedagogy Vol 1, No 2 (2011)
Publisher : Journal of Language Pedagogy

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Abstract: This study is entitled “The Effectiveness of Using Animation Movie Compared to Conventional Method in Teaching Narrative Writing.” The purpose of this paper is to know whether or not there is a significant improvement in the students’ narrative writing after using the animation movie. The participants involved in this study were 60 pupils in tenth grade senior high school of SMAN 1 Parongpong, Bandung. Section C composed of 28 pupils, while the section D composed of 32 pupils. Section C was taught using conventional method while section D was taught using animation movie. This study involved four activities: pilot test, pretest, the implementation of experimental group and control group, and the posttest. The participants were asked to answer the questions given in the pretest and posttest. The data obtained were as follows: = 28, =32, α = 0.05, the mean of pretest of experimental group was 53.25 while the mean of pretest for control group was 54.57. After the treatment, the mean of posttest of experimental group was 61.37 and for control group was 56.42. From the findings, it was shown that animation movie was effective in improving students’ writing skills as compared to conventional method as indicated by statistical writing scores in posttest of experimental group. 
A COMPARISON BETWEEN GRAMMAR-TRANSLATION METHOD AND DIRECT METHOD IN IMPROBING PUPIL’S VOCAB ULARY ACHIEVEMENT Caroline V. Katemba
Journal of Language Pedagogy Vol. 1 No. 1 (2011)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Advent Indonesia

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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 " 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.   Keywords: Grammar-translation, Direct method
COMPARISON OF ENGLISH PROFICIENCY IMPROVEMENT AMONG SELECTED FRESHMEN IN UNIVERSITAS ADVENT INDONESIA (UNAI) Cherrilyne Goodenough; Caroline V. Katemba
Journal of Language Pedagogy Vol. 1 No. 1 (2011)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Advent Indonesia

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This study compared the improvement in English proficiency of freshmen who undertook theRemedial English and English I classes concurrently (Group A) with that of freshmen whohad 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 of2.604 at a significance level a = 0.05, thus the conclusion that Group A achieved betterimprovement in English language proficiency than Group B.
ENGLISH LANGUAGE PROFICIENCY ACHIEVEMENT IN 180 HOURS AMONG 2006 BATCH AT UNIVERSITAS ADVENT INDONESIA Caroline V Katemba; Linda Simarmata; Anne Lou Hendriks
Journal of Language Pedagogy Vol. 1 No. 1 (2011)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Advent Indonesia

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Nowadays, English is an official language around the world. Many people have problem forcommunicating because they do not know English. To exceed the problem, it is important tostudy English more and take Test of English as a Foreign Language (TOEFL) because it canhelp them to develop their English ability.The objective of this study is to contribute to this discussion by examining: If there is anysignificant difference in achievement of English language proficiency of the participantsafter taking English for 180 hours during six semesters.The participants were 63 young adult, they were 2006 batch enrolled in Universitas AdventIndonesia. The participants of this study have taken English Entrance Exam (E3in) in the firstsemester 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 meanstandard error was 3.085. And after the treatments, the mean of post-test was 443.83 with meanstandard deviation was 32.001 and with mean standard error was 4.032. The mean gain scorebetween the two tests was 90.17. This result was supported by t-counted result was 2.636 andt-table result was 1.671. It means that t-counted > t-table. Thus, Ha is accepted, that there is asignificant difference of achievement in English language proficiency after taking English for180 hours during six semesters.
"IMPROVING STUDENTS' WRITING ABILITY THROUGH COMPLETION SHORT STORY OF SECOND YEAR HIGH SCHOOL AT UNAI LABSCHOOL" Nelson B Panjaitan; Okamura Silitonga; Mian Silitonga
Journal of Language Pedagogy Vol. 1 No. 1 (2011)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Advent Indonesia

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This research is entitled "Improving Students Writing Ability Through Completion ShortStory Of Second Year Junior High School at Unai Labschool".This research was administered to answer the question "does completion short storysignificantly improve writing capability of second year junior high School at Unai LabSchool?" The data were collected through pre-test and post test, administered to 15 studentsand the data was analyzed by using T-test.The researcher gave the pre-test and post-test through incomplete short story form to collectthe 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 throughCompletion Short Story Strategy and the score gained by participants showed that there was asignificant effect of Completion Short Story Strategy. It is strong enough to improve thestudents' writing ability. The achievements showed that the mean difference between pre-testand post-test is 18 the t w„aed= -4.306 < t pie= -2.048 with significance level in 0.05. Standarderror 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 theimprovement 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 Nelson B Pandjaitan; Erwin Simbolon; Anne Lou
Journal of Language Pedagogy Vol. 1 No. 1 (2011)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Advent Indonesia

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This study is entitled “The Effectiveness of Crossword Puzzle as Compared TheConventional Method in Teaching Vocabulary.”The research was administered to answer the question “Is crossword puzzle ascompared to other methods effective in improving student vocabulary achievement?” The datawere collected through pretest and posttest, administered to 35 student and the data wasanalyzed by using T-test.The participants of this study were the grade five elementary pupils of kartika elementaryschool. in section 5A there were 34 pupils who were taught using conventional method andsection 5B there were 35 pupils who were taught using crossword puzzle method. The age ofthe participants were between 11-15 years old.From the computation of the pretest and posttest, the result mean of pretest controlgroup=51.17, the result mean of pretest experimental group=55.14. and the mean posttestcontrol 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 toimprove vocabulary skills.The researcher hopes that the finding of present crossword puzzle method could give somecontribution 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 Sri Yuliana Pandensolang; Nelson B. Panjaitan
Journal of Language Pedagogy Vol. 1 No. 1 (2011)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Advent Indonesia

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In teaching English, the teaching method determine the improvement of vocabularyachievement. Therefore, this study titled "A comparison between Games and GrammarTranslation Methods in improving pupils' Vocabulary Achievement." The participantsinvolved 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 studywas divided into three steps: (1) the pretest, (2) the implementation of Games and GrammarTranslation Method (GTM). (3) and the posttest. In the pretest and posttest, the multiplechoice and essays form was administered to them. As the treatment, the researcher taughtGames to one group, and GTM to the other group. At the end of the study, the result provedthat the vocabulary achievement of the pupils taught using Grammar Translation Method ishigher compared to those taught by Games.
QUESTION AND ANSWER RELATIONSHIP AND READING COMPREHENSION DEVELOPMENT AMONG THE SOPHOMORE NURSING STUDENTS Anas Situmeang; Eko Kristianto; Nelson Pandjaitan
Journal of Language Pedagogy Vol. 1 No. 2 (2011)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Advent Indonesia

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The research was administrated to answer the question “is there any significanceimprovement after they used the Question and Answer Relationship reading strategy?”The data were collected through pre-test and post-test, administered to 29 students andthe data was analyzed by using T-test.From the computation of the pre-test and post-test, the result showed that theparticipants’ comprehension achievement was improved through QAR strategy and thescore gained by the participants showed that there was a significant effect of QARstrategy. It is strong enough to improve the students’ reading comprehension. Theachievements showed that mean difference between pre-test and post-test is 8.7. Thetcounted = 6.37 > ttable = with significance level in 0.00. Standard error mean of the pretestis 1.15446 and post-test is 0.77600.The researcher hopes that the finding of present study could give some contribution tothe improvement on the teaching reading especially for the faculty of Education atUniversitas Advent Indonesia.
IMPROVING VOCABUALARY ACHIEVEMENT THROUGH TOTAL PHYSICAL RESPONSE AMONG GRADE FOUR ELEMENTARY SCHOOL PUPILS Caroline V. Katemba; Kisan Tampubolon
Journal of Language Pedagogy Vol. 1 No. 2 (2011)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Advent Indonesia

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This research is on Improving Vocabulary Achievement Through Total PhysicalResponse (TPR) among Grade Four Karyawangi Elementary School Pupils. It is administeredto answer question”Is TPR method effective in improving the vocabulary achievement of thepupils?” The data were collected through pre test and post test, administered to 31 students andwas analyzed by using t-test. The achievements showed that the mean of the pre-test was 23.06and the mean of the post-test was 64.11, while the significant = 0.003 < α = 0.05, thus theconclusion that there is a significant difference in pupils’ vocabulary achievement throughTotal Physical Response (TPR).

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