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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[SYNTHESIZING GRAMMAR AND STRUCTURE PROBLEMS FACED BY INDONESIAN TOEFL PARTICIPANTS ]]>
<![CDATA[Paula L Hampp]]>;
<![CDATA[Tirza A Kumayas]]>;
<![CDATA[Fergina Lengkoan]]>
<![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[IMPROVING STUDENTS’ MASTERY OF VOCABULARY THROUGH THE USE OF GLOSSING TECHNIQUE ]]>
<![CDATA[Niveyla Mamaghe]]>;
<![CDATA[Paula Rombepajung]]>;
<![CDATA[Paula Hampp]]>
<![CDATA[ Journal of English Culture, Language, Literature and Education Vol. 8 No. 2 (2020): E-CLUE: Journal of English Culture, Language, Literature, and Education ]]>
Publisher : <![CDATA[English Education Department ]]>
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DOI: 10.53682/eclue.v8i2.1908
<![CDATA[The aim of the research is to improve the students’ vocabulary through the use of Glossing technique. The design of this research is quantitative research through pre-experimental design with pre-test and post-test design This study was conducted at SMP Anugrah Tondano. The subject of the research was the second grade students in academic year of 2019/2020. The writer used reading text of Narrative text .The result of the data analysis showed that there was an increase between the pre-test and post-test. It can be seen from 10 students showed that the mean score of pre-test was 53 and post-test was 74 score. Based on this finding from this study, it can be concluded that having more vocabulary significantly affects the comprehension of the students reading activity. Moreover by having many vocabularies the students can easily get the information and can enrich their knowledge by reading a lot of book. Finally, this research proved that theGlossing technique effective to improve student’s vocabulary in reading comprehension.]]>
<![CDATA[AN ANALYSIS OF THE DIFFERENCES BETWEEN COMIC AND MOVIE BY STAN LEE: IRON MAN ]]>
<![CDATA[Kevin Oroh]]>;
<![CDATA[Nurmin Samola]]>;
<![CDATA[Paula Hampp]]>
<![CDATA[ Journal of English Culture, Language, Literature and Education Vol. 10 No. 1 (2022): E-CLUE: Journal of English Culture, Language, Literature, and Education ]]>
Publisher : <![CDATA[English Education Department ]]>
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DOI: 10.53682/eclue.v10i1.4054
<![CDATA[This research aims to find out the differences between comics and movie by using a qualitative method, effective to describe the problem and give more explanation about this comic and movie Iron Man. This research was conducted in Comic (Tales of Suspense: Iron Man) and Movie Iron Man (2008). To fulfill the research objective, the researcher took an experimental study involving a sample of a movie with a duration of 2 hours 6minutes and a comic strip of 13 pages. Data is obtained through analysis in books and comics, reading, and seeing the problems obtained. The data in the comics show more past events at that time than the data in the movie. in the comics it shows realistic events in the 1963 era and the values or data shown in the movie are more into the modern era. Based on the results of the research, the researcher concludes that the comics and the Iron Man film have differences that make each story with the right elements, stories that have suggestions through time]]>
<![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.]]>
