Pub Date : 2019-07-31DOI: 10.35974/ACUITY.V4I2.1041
Apricia Tampubolon, N. Panjaitan
The purpose of this study is to find out if there is any significant difference in students’ reading comprehension enhancement between those who were taught using Listen-Read-Discuss strategy and those who were taught using Think-Pair-Share strategy. This study is a quantitative research method using comparative design by using pre-test and post-test. This study was designed to find out the answer to the following question: Is there any significant difference in students’ reading comprehension enhancement between those who were taught by Think-Pair-Share strategy and those who were taught by Listen-Read-Discuss strategy. The sample of this study was two classes of grade VIII SMPN 10 Cimahi, Bandung. Grade VIII F was taught using Think-Pair-Share and grade VIII was taught using Listen-Read-Discuss. The instrument used for this study was a reading comprehension test, which contained 39 multiple-choice questions. The result of this study showed from the mean score that both classes had an enhancement in their reading comprehension. In addition, there was no significant difference between those who were taught using TPS and those who were taught using LRD strategy. However, it meant that both strategies were efficient in enhancing students’ reading comprehension.
{"title":"A Comparative Study between TPS and LRD Strategy to Enhance Students’ Reading Comprehension","authors":"Apricia Tampubolon, N. Panjaitan","doi":"10.35974/ACUITY.V4I2.1041","DOIUrl":"https://doi.org/10.35974/ACUITY.V4I2.1041","url":null,"abstract":"The purpose of this study is to find out if there is any significant difference in students’ reading comprehension enhancement between those who were taught using Listen-Read-Discuss strategy and those who were taught using Think-Pair-Share strategy. This study is a quantitative research method using comparative design by using pre-test and post-test. This study was designed to find out the answer to the following question: Is there any significant difference in students’ reading comprehension enhancement between those who were taught by Think-Pair-Share strategy and those who were taught by Listen-Read-Discuss strategy. The sample of this study was two classes of grade VIII SMPN 10 Cimahi, Bandung. Grade VIII F was taught using Think-Pair-Share and grade VIII was taught using Listen-Read-Discuss. The instrument used for this study was a reading comprehension test, which contained 39 multiple-choice questions. The result of this study showed from the mean score that both classes had an enhancement in their reading comprehension. In addition, there was no significant difference between those who were taught using TPS and those who were taught using LRD strategy. However, it meant that both strategies were efficient in enhancing students’ reading comprehension.","PeriodicalId":33744,"journal":{"name":"Acuity","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48411380","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-07-30DOI: 10.35974/acuity.v4i2.1066
Ruri Fadhilah Kurniati
English Department students are expected to be able to write an academic essay as they learn the theories of writing an academic essay in Writing courses. Yet, their academic essays still contain structure errors. This study aims to analyze the structure errors in the fields of unity and coherence. The methods of this study are first identifying the structure errors on the data and second classifying the errors on whether the error is about the unity or coherence. The finding shows a significant number of errors on unity and coherence in most paragraphs of the essays.
{"title":"Analyzing Errors in Academic Essays Written by English Department Students","authors":"Ruri Fadhilah Kurniati","doi":"10.35974/acuity.v4i2.1066","DOIUrl":"https://doi.org/10.35974/acuity.v4i2.1066","url":null,"abstract":"English Department students are expected to be able to write an academic essay as they learn the theories of writing an academic essay in Writing courses. Yet, their academic essays still contain structure errors. This study aims to analyze the structure errors in the fields of unity and coherence. The methods of this study are first identifying the structure errors on the data and second classifying the errors on whether the error is about the unity or coherence. The finding shows a significant number of errors on unity and coherence in most paragraphs of the essays.","PeriodicalId":33744,"journal":{"name":"Acuity","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49633163","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-07-30DOI: 10.35974/acuity.v4i2.1068
Marlin Steffi Marpaung, Risnawaty Sinaga
Reading is one of the important skills in English needed by the second language learner. The purpose of this study is to find out is there a significant difference on students’ reading comprehension through Read, Cover, Remember and Retell (RCRR) strategy. The population were VII grade students of SMPN 10 Cimahi. They were divided into two groups, the experimental and conventional group. The experimental group was taught using RCRR strategy while the conventional group was taught using conventional method. This study used quantitative research method and experimental design by using pre-test and post-test. The study was designed to find out the answer of the following questions: Are the students have same level of ability before the treatment? Is there a significant difference on students’ achievement in reading comprehension between the experimental and conventional group? What is the students’ response toward Read, Cover, Remember and Retell (RCRR) strategy?. The instrument used for this study is reading comprehension test and a questionnaire. The result of this study showed that there was a significant difference on students’ achievement in reading comprehension with mean score of pre-test was 40.27 and mean score of post-test was 73.47. The result of the questionnaire toward the students’ responses was 68% positive. It indicated that students had a positive response toward the RCRR strategy. Furthermore, the suggestion for the English teachers, it is recommended to use RCRR strategy to teach reading comprehension in their classes because it can improve the students’ reading comprehension ability.
{"title":"The Use of Read, Cover, Remember, Retell (Rcrr) Strategy in Improving Students’ Reading Comprehension Ability","authors":"Marlin Steffi Marpaung, Risnawaty Sinaga","doi":"10.35974/acuity.v4i2.1068","DOIUrl":"https://doi.org/10.35974/acuity.v4i2.1068","url":null,"abstract":"Reading is one of the important skills in English needed by the second language learner. The purpose of this study is to find out is there a significant difference on students’ reading comprehension through Read, Cover, Remember and Retell (RCRR) strategy. The population were VII grade students of SMPN 10 Cimahi. They were divided into two groups, the experimental and conventional group. The experimental group was taught using RCRR strategy while the conventional group was taught using conventional method. This study used quantitative research method and experimental design by using pre-test and post-test. The study was designed to find out the answer of the following questions: Are the students have same level of ability before the treatment? Is there a significant difference on students’ achievement in reading comprehension between the experimental and conventional group? What is the students’ response toward Read, Cover, Remember and Retell (RCRR) strategy?. The instrument used for this study is reading comprehension test and a questionnaire. The result of this study showed that there was a significant difference on students’ achievement in reading comprehension with mean score of pre-test was 40.27 and mean score of post-test was 73.47. The result of the questionnaire toward the students’ responses was 68% positive. It indicated that students had a positive response toward the RCRR strategy. Furthermore, the suggestion for the English teachers, it is recommended to use RCRR strategy to teach reading comprehension in their classes because it can improve the students’ reading comprehension ability.","PeriodicalId":33744,"journal":{"name":"Acuity","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42727707","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-07-30DOI: 10.35974/acuity.v4i2.1071
Yanti Rahayu Ningsih, Arlisa Indriawati
Even every work of arts especially in literature has their own unique story style yet its also has similarities in the idea or problems of human being. The similarities appear on their works because they share some common aspects of life which is also called as the intertextuality. Themes and motives in work of arts are similar because of the universal consciousness among the authors. And by these works Diary of a Mad Old Man by Junichiro Tanizaki, Aku by Chairil Anwar, The Jilting of Granny Weatherall by Kathrene Anne Porter and The Tinkers by Paul Harding deal with the same theme about life and death. Moreover, three main characters also in the same age, they are old people who fought their life before the death toke it away. The analysis is using qualitative method to evaluate the similarities and the differences concept of life and death and also to able to found out any correlation of each work related with the intertextuality among them
{"title":"Life and Death in Diary of A Mad Old Man by Junichiro Tanizaki, Aku by Chairil Anwar, the Jilting of Granny Weatherall by Kathrene Anne Porter and the Tinkers by Paul Harding","authors":"Yanti Rahayu Ningsih, Arlisa Indriawati","doi":"10.35974/acuity.v4i2.1071","DOIUrl":"https://doi.org/10.35974/acuity.v4i2.1071","url":null,"abstract":"Even every work of arts especially in literature has their own unique story style yet its also has similarities in the idea or problems of human being. The similarities appear on their works because they share some common aspects of life which is also called as the intertextuality. Themes and motives in work of arts are similar because of the universal consciousness among the authors. And by these works Diary of a Mad Old Man by Junichiro Tanizaki, Aku by Chairil Anwar, The Jilting of Granny Weatherall by Kathrene Anne Porter and The Tinkers by Paul Harding deal with the same theme about life and death. Moreover, three main characters also in the same age, they are old people who fought their life before the death toke it away. The analysis is using qualitative method to evaluate the similarities and the differences concept of life and death and also to able to found out any correlation of each work related with the intertextuality among them","PeriodicalId":33744,"journal":{"name":"Acuity","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48095311","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-07-29DOI: 10.35974/acuity.v4i2.1043
Debby Anelia Situngkir
Enhancing paragraph writing skill of students addresses the issues of writing. To see the paragraph writing skill enhancement of students and finding out the significant difference in paragraph writing skill enhancement between students acquired Individual Process Approach and students acquired Collaborative Process Approach are the aims of this research. To get the aims of this research used quantitative research. Also, researcher conducted paragraph writing pre-test and post-test, as an instrument, to 64 second year students of SMA Negeri 1 Lembang. Then researcher analyzed students’ pre-test and post-test achievement by using Statistical Package for the Social Science (SPSS). The results are paragraph writing skills of students enhanced and there is significant difference in paragraph writing skill enhancement between students acquired Individual Process Approach and students acquired Collaborative Process Approach. It implies that Process Approach enhance paragraph writing skill of students.
提高学生的段落写作技能可以解决写作问题。本研究的目的是观察学生段落写作技能的提高，找出学生学习个体过程法和学生学习合作过程法在段落写作技能提高方面的显著差异。为了达到本研究的目的，采用了定量研究的方法。此外，研究人员对SMA Negeri 1 Lembang的64名二年级学生进行了段落写作前测试和后测试。然后，研究者运用社会科学统计软件包（SPSS）对学生的测试前和测试后成绩进行分析。结果表明，学生的段落写作能力得到了提高，个体过程法和合作过程法在段落写作能力的提高上存在显著差异。这意味着过程教学法可以提高学生的段落写作能力。
{"title":"The Application of Process Approach in Enhancing Paragraph Writing Skills of SMA Negeri 1 Lembang","authors":"Debby Anelia Situngkir","doi":"10.35974/acuity.v4i2.1043","DOIUrl":"https://doi.org/10.35974/acuity.v4i2.1043","url":null,"abstract":"Enhancing paragraph writing skill of students addresses the issues of writing. To see the paragraph writing skill enhancement of students and finding out the significant difference in paragraph writing skill enhancement between students acquired Individual Process Approach and students acquired Collaborative Process Approach are the aims of this research. To get the aims of this research used quantitative research. Also, researcher conducted paragraph writing pre-test and post-test, as an instrument, to 64 second year students of SMA Negeri 1 Lembang. Then researcher analyzed students’ pre-test and post-test achievement by using Statistical Package for the Social Science (SPSS). The results are paragraph writing skills of students enhanced and there is significant difference in paragraph writing skill enhancement between students acquired Individual Process Approach and students acquired Collaborative Process Approach. It implies that Process Approach enhance paragraph writing skill of students. \u0000 ","PeriodicalId":33744,"journal":{"name":"Acuity","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47363376","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-08-01DOI: 10.35974/acuity.v3i2.649
F. Silalahi
The aim of this study is to find out whether there is any significant difference in enhancing students’ descriptive writing skills between students who acquires Presentation, Practice, Production (PPP) and students who acquires Artworks Technique. This is a quantitative study, utilizing comparative design in order to compare different treatments toward students’ enhancement in descriptive writing skills. The researcher compares the result through pre-test and post-test. After analyzing the data, the researcher found out after being treated using two techniques: PPP and Artworks, students’ skills in descriptive writing is achieved. However, the normalized gain score falls in Low criterion. Aside from that, based on the data analysis there is significant difference between two techniques: PPP and Artworks in enhancing students’ descriptive writing skills. In addition to that, the students give positive response after being treated. From the response questionnaire, the mean score falls in High criterion. The scope and delimitations of this study evolve around components of two techniques: PPP and Artworks to provide insights toward enhancing students’ ability in writing descriptive text.  Keywords Presentation Practice Production (PPP), Artworks, Descriptive Writing Skills Â
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Pub Date : 2018-08-01DOI: 10.35974/ACUITY.V3I2.671
Olivia Virocky Simanjuntak, D. C. Simanjuntak
The purpose of this study is to find out whether there is any significant difference between Semantic Mapping and Diglot Weave Techniques in enhancing the students’ vocabulary knowledge. This study is quantitative, utilizing comparative research design—a simple research design which is used to examine two techniques of teaching. In this study, the researcher treated two groups with two different techniques: Semantic Mapping and Diglot Weave. Each technique is deemed to be comparable in enhancing students’ vocabulary knowledge. On the basis of the target this study, the researcher has to decide which technique that is more effective in enhancing students’ vocabulary knowledge. The researcher found out that there is significant difference between group that was taught using Semantic Mapping technique and group that was taught using Diglot Weave Technique in enhancing students’ vocabulary knowledge. In fact, the group that acquired Diglot Weave Technique had higher gain of score than the group that acquired Semantic Mapping.Keyword - Semantic Mapping Technique, Diglot Weave Technique, Vocabulary Knowledge
{"title":"Students’ Vocabulary Knowledge: Comparative Study Enhancing Between Semantic Mapping and Diglot Weave Techniques","authors":"Olivia Virocky Simanjuntak, D. C. Simanjuntak","doi":"10.35974/ACUITY.V3I2.671","DOIUrl":"https://doi.org/10.35974/ACUITY.V3I2.671","url":null,"abstract":"The purpose of this study is to find out whether there is any significant difference between Semantic Mapping and Diglot Weave Techniques in enhancing the students’ vocabulary knowledge. This study is quantitative, utilizing comparative research design—a simple research design which is used to examine two techniques of teaching. In this study, the researcher treated two groups with two different techniques: Semantic Mapping and Diglot Weave. Each technique is deemed to be comparable in enhancing students’ vocabulary knowledge. On the basis of the target this study, the researcher has to decide which technique that is more effective in enhancing students’ vocabulary knowledge. The researcher found out that there is significant difference between group that was taught using Semantic Mapping technique and group that was taught using Diglot Weave Technique in enhancing students’ vocabulary knowledge. In fact, the group that acquired Diglot Weave Technique had higher gain of score than the group that acquired Semantic Mapping.Keyword - Semantic Mapping Technique, Diglot Weave Technique, Vocabulary Knowledge","PeriodicalId":33744,"journal":{"name":"Acuity","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48319749","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-08-01DOI: 10.35974/acuity.v3i2.651
Joice Ellen Limbong
This study aims to help kindergarten students to acquire basic literacy in English through the use of Letterland which is believed to be a fun and exciting program which can produce a natural outcome. This study utilizes qualitative and quantitative approach. The research design of this study is case study in order to make intensive analysis on how kindergarten students acquire Basic English literacy through Letterland. The study presents a description on how effective and helpful Letterland is in helping kindergarten students acquire basic literacy. This study can be used to provide local teachers or educators with the ideas in implementing the phonics approach in teaching Basic English literacy. There are number of factors that enable students to acquire the Basic English literacy; however, this study focuses on the application of Letterland. Findings showed that Letterland is useful to help kindergarten students in school K in acquiring Basic English literacy. Students recognized the initial, medial and final sounds. The teachers implemented Letterland with a proper class settings, sufficient teaching aids, and proper teaching-learning process. Keyword – Letterland, Basic English Literacy, Kindergarten
{"title":"Kindergarten Students Acquire Basic English Literacy Through Letterland: A Case Study","authors":"Joice Ellen Limbong","doi":"10.35974/acuity.v3i2.651","DOIUrl":"https://doi.org/10.35974/acuity.v3i2.651","url":null,"abstract":"This study aims to help kindergarten students to acquire basic literacy in English through the use of Letterland which is believed to be a fun and exciting program which can produce a natural outcome. This study utilizes qualitative and quantitative approach. The research design of this study is case study in order to make intensive analysis on how kindergarten students acquire Basic English literacy through Letterland. The study presents a description on how effective and helpful Letterland is in helping kindergarten students acquire basic literacy. This study can be used to provide local teachers or educators with the ideas in implementing the phonics approach in teaching Basic English literacy. There are number of factors that enable students to acquire the Basic English literacy; however, this study focuses on the application of Letterland. Findings showed that Letterland is useful to help kindergarten students in school K in acquiring Basic English literacy. Students recognized the initial, medial and final sounds. The teachers implemented Letterland with a proper class settings, sufficient teaching aids, and proper teaching-learning process. Keyword – Letterland, Basic English Literacy, Kindergarten","PeriodicalId":33744,"journal":{"name":"Acuity","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45821100","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-08-01DOI: 10.35974/acuity.v3i2.650
Ribka Purnamasari, C. V. Katemba, N. Panjaitan
The purpose of this study is to find out the improvement of students’ vocabulary between those who were taught through WTB (Word Tree Branch) or IWW (Interactive Word Wall). This study used quantitative research method and comparative design by using pre-test and post-test. This study was designed to find out the answer to the following question: Is there any significant difference on the students’ vocabulary improvement between those who were taught through Word Tree Branch method and those who were taught through Interactive Word Wall method? The sample of this study are, two classes in grade VIII of SMPN 1 Parongpong, Bandung. They were divided into two classes, grade VIII H experienced Interactive word Wall and grade VIII J experienced Word Tree Branch. The instrument used for this study is vocabulary test, which contain 40 questions. The result of this study shows that the students who acquire WTB or IWW method were improved for their vocabulary, vocabulary categorized as “moderate†but there is no significant difference between those two groups of students ‘vocabulary improvement.  Keywords: WTB (Word Tree Branch) and IWW (Interactive Word Wall) Â
本研究的目的是找出通过WTB (Word Tree Branch)和IWW (Interactive Word Wall)进行教学的学生在词汇方面的进步。Â本研究采用定量研究方法，采用前测与后测相结合的比较设计。本研究旨在寻找以下问题的答案:采用单词树杈法教学的学生与采用互动词墙法教学的学生在词汇量的提高上是否存在显著差异?本研究的样本是，两个班的SMPN 1年级八年级Parongpong，万隆。他们被分为两个班，八年级H班体验互动字墙，八年级J班体验单词树枝。本研究使用的工具是词汇测试，包含40个问题。本研究结果表明，习得WTB或IWW方法的学生词汇量均有提高，词汇量归类为 - œmoderateâ -”，但两组学生之间的词汇量提高无显著差异。Â关键词:WTB (Word Tree Branch)和IWW (Interactive Word Wall) Â
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