Journal of Language Pedagogy https://jurnal.unai.edu/index.php/pedagogy en-US library@unai.edu (Dr. Caroline Tobing) library@unai.edu (raymond Maulany) Tue, 26 Apr 2016 14:36:44 +0700 OJS 3.2.1.1 http://blogs.law.harvard.edu/tech/rss 60 QUESTION AND ANSWER RELATIONSHIP AND READING COMPREHENSION DEVELOPMENT AMONG THE SOPHOMORE NURSING STUDENTS https://jurnal.unai.edu/index.php/pedagogy/article/view/355 The research was administrated to answer the question “is there any significance<br />improvement after they used the Question and Answer Relationship reading strategy?”<br />The data were collected through pre-test and post-test, administered to 29 students and<br />the data was analyzed by using T-test.<br />From the computation of the pre-test and post-test, the result showed that the<br />participants’ comprehension achievement was improved through QAR strategy and the<br />score gained by the participants showed that there was a significant effect of QAR<br />strategy. It is strong enough to improve the students’ reading comprehension. The<br />achievements showed that mean difference between pre-test and post-test is 8.7. The<br />tcounted = 6.37 &gt; ttable = with significance level in 0.00. Standard error mean of the pretest<br />is 1.15446 and post-test is 0.77600.<br />The researcher hopes that the finding of present study could give some contribution to<br />the improvement on the teaching reading especially for the faculty of Education at<br />Universitas Advent Indonesia. Anas Situmeang, Eko Kristianto, Nelson Pandjaitan Copyright (c) https://jurnal.unai.edu/index.php/pedagogy/article/view/355 THE EFFECT OF COMMUNICATIVE LANGUAGE TEACHING (CLT) METHOD ON ENGLISH COMPREHENSION FOR STUDENTS AT THE FIFTH GRADE OF SD KARTIKA X-3 https://jurnal.unai.edu/index.php/pedagogy/article/view/357 This study incolves the students at the fifth grade of SD Kartika X-3 as the subject of<br />the research. And the writer teaches them through Information Gap, games, Pair Work, et<br />cetera. A pre and post test was administered. The data was analyzed by suing t-test. The<br />result shows that students’ English comprehension had improved by using Communicative<br />Language TGeaching (CLT) method at the coefficient t counted =2265&gt;t table = 1667 with<br />the significance of level in 0.05 and the degree freedon is 32 (df=n-1). The students’<br />responses toward the post-test given prove that Communicative Language Teaching (CLT)<br />method is effective to improve students’ English comprehension ability. Kartyca Naya, Caroline V. Katemba Copyright (c) https://jurnal.unai.edu/index.php/pedagogy/article/view/357 Sat, 01 Jan 2011 00:00:00 +0700 SQ4R METHOD AND READING COMPREHENSION DEVELOPMENT AMONG THE SOPHOMORE BUSINESS STUDNETS https://jurnal.unai.edu/index.php/pedagogy/article/view/359 This paper is an experimental study that involves the Sophomore<br />English students’ of Business Department of Adventist University of Indonesia<br />Bandung was the subject of the research.<br />The purposes of this study is to find whether there is a significant improvement<br />by using SQ4R method on the Business students, and to describe the advantages and<br />the weakness of the SQ4R method based on research result.<br />The people who have used the SQ4R method said that SQ4R is one of the simple<br />ways in reading comprehension, because by using this method they could spend their<br />time more efficiently to grasp and storage the main ideas easily.<br />The researcher uses the pre-test and the post-test as the instrument. And the data<br />is analyzed by using the T-test in computer.<br />The result shows that tcounted = 2.5 &gt; ttable 1.96 with significant level 0.025<br />and the degree of freedom is 30 (df = N1+N2-2). This result means that the SQ4R<br />method is significantly improved the students reading comprehension. Nelson Panjaitan, Rachel Palandeng Copyright (c) https://jurnal.unai.edu/index.php/pedagogy/article/view/359 Sat, 01 Jan 2011 00:00:00 +0700 A STUDY ON THE EFFECTIVENESS OF USING ANIMATION MOVIE COMPARED TO CONVENTIONAL METHOD IN TEACHING NARRATIVE WRITING https://jurnal.unai.edu/index.php/pedagogy/article/view/360 This study is entitled “The Effectiveness of Using Animation Movie Compared to<br />Conventional Method in Teaching Narrative Writing.”<br />The purpose of this paper is to know whether or not there is a significant improvement in the<br />students’ narrative writing after using the animation movie. The participants involved in this<br />study were 60 pupils in tenth grade senior high school of SMAN 1 Parongpong, Bandung.<br />Section C composed of 28 pupils, while the section D composed of 32 pupils. Section C was<br />taught using conventional method while section D was taught using animation movie. This<br />study involved four activities: pilot test, pretest, the implementation of experimental group<br />and control group, and the posttest. The participants were asked to answer the questions given<br />in the pretest and posttest.<br />The data obtained were as follows: ô€œ°ô€¬µ= 28, ô€œ°ô€¬¶=32, α = 0.05, the mean of pretest of<br />experimental group was 53.25 while the mean of pretest for control group was 54.57. After<br />the treatment, the mean of posttest of experimental group was 61.37 and for control group<br />was 56.42. From the findings, it was shown that animation movie was effective in improving<br />students’ writing skills as compared to conventional method as indicated by statistical writing<br />scores in posttest of experimental group. Nelson Pandjaitan, Esther Gladys Siringo-ringo, Anne Lou Hendriks Copyright (c) https://jurnal.unai.edu/index.php/pedagogy/article/view/360 Sat, 01 Jan 2011 00:00:00 +0700 IMPROVING VOCABUALARY ACHIEVEMENT THROUGH TOTAL PHYSICAL RESPONSE AMONG GRADE FOUR ELEMENTARY SCHOOL PUPILS https://jurnal.unai.edu/index.php/pedagogy/article/view/356 This research is on Improving Vocabulary Achievement Through Total Physical<br />Response (TPR) among Grade Four Karyawangi Elementary School Pupils. It is administered<br />to answer question”Is TPR method effective in improving the vocabulary achievement of the<br />pupils?” The data were collected through pre test and post test, administered to 31 students and<br />was analyzed by using t-test. The achievements showed that the mean of the pre-test was 23.06<br />and the mean of the post-test was 64.11, while the significant = 0.003 &lt; α = 0.05, thus the<br />conclusion that there is a significant difference in pupils’ vocabulary achievement through<br />Total Physical Response (TPR). Caroline V. Katemba, Kisan Tampubolon Copyright (c) https://jurnal.unai.edu/index.php/pedagogy/article/view/356 Sat, 01 Jan 2011 00:00:00 +0700 COMPARISON OF GRAMMAR TRANSLATION METHOD AND ECLECTIC METHOD IN ENHANCING STUDENTS’ VOCABULARY ACHIEVEMENT https://jurnal.unai.edu/index.php/pedagogy/article/view/358 In teaching language there are some factors that should be considered in order<br />to make the teaching learning process work and reach the success. The teacher should know<br />how to make the language teaching effective, who the learners are, the method and technique<br />that is suitable with the need of the learners and the condition of the classroom.<br />Due to the reason above, this study entitled “Comparison of Grammar Translation method and<br />Eclectic Method in Enhancing Students Vocabulary Achievement” was employed to<br />investigate and examine their difference in teaching vocabulary to the early students.<br />The participants involved in this study were grade 4 students of Karyawangi<br />Elementary School Parongpong Bandung. This study has three major activities that were<br />involved. They were: Pretest, implementation of Grammar Translation method and Eclectic<br />Method and post test. The participants were commanded to answer the multiple choice test in<br />pre test and post test. During the implementation, the participants were taught vocabulary by<br />using the different method for each group.<br />This research obtained data follows: n1=27, n2=33, α=0.05, mean difference of<br />Grammar Translation Method was 19.22 where mean difference for the Eclectic group was<br />22.29. After the treatment it was obtained that the mean of post test of Grammar group were<br />57.14 and for the Eclectic group the mean of post test were 60.21.<br />From mean of gain of the post test result (The result show that tobserved &gt; ttable: 2.9 &gt;<br />1.645), it can be concluded that the mean of gain of Eclectic group is higher than the mean of<br />Grammar Translation Method students’ vocabulary achievement and Eclectic method<br />students’ vocabulary achievement. Caroline V. Katemba, Grace Hulu, Nelson Panjaitan Copyright (c) https://jurnal.unai.edu/index.php/pedagogy/article/view/358 Sat, 01 Jan 2011 00:00:00 +0700