Peer review is the driving force of journal development, and reviewers are gatekeepers who ensure that Vision maintains its standards for the high quality of its published papers [...]
同行评议是期刊发展的推动力，审稿人是看门人，他们确保Vision保持其发表论文的高质量标准[…]
{"title":"Acknowledgment to Reviewers of Vision in 2020","authors":"","doi":"10.3390/vision5010005","DOIUrl":"https://doi.org/10.3390/vision5010005","url":null,"abstract":"Peer review is the driving force of journal development, and reviewers are gatekeepers who ensure that Vision maintains its standards for the high quality of its published papers [...]","PeriodicalId":49121,"journal":{"name":"Spatial Vision","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76295350","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}
The lack of students’ English-speaking performance seems tobe common problems found in the department of Englisheducation at the University of Muhammadiyah SumateraUtara. Those problems involve the lack of fluency andproficiency in English speaking skills. This study aimed toanalyze the students’ English-speaking performance and thechallenges faced by them. This research applied a descriptivequalitative design. The data such as the documents,observation, and interviews were applied. In analyzing thedata concerning the components of data analysis in theinteractive model, it was proposed by Miles and Huberman(2016). The data were taken questionnaire from 125 EFL ofsecond-year students were collected, then the researcher alsoconducted the individual interviews with lecturers and classobservation. The result showed that the most challengingfactor faced by the students' speaking performance was relatedto the students themselves. Speaking errors were frequentlymade. The errors dominantly covered into 3 categories namelymisused forms (44.8 %), incorrect omission (33.6%), andmisplaced and confusing words (21.2 %). Concerning theexternal factors, the updated teaching strategies should beapplied in terms of reducing the use of the mother tongue bycombining various speaking performances, collaborating withother lecturers to organize more English programs, and sharethe speaking teaching experience.
{"title":"ANALYSIS ON STUDENTS’ ENGLISH SPEAKING PERFORMANCE AT UNIVERSITY OF MUHAMMADIYAH SUMATERA UTARA","authors":"Y. Manurung","doi":"10.30829/vis.v16i2.809","DOIUrl":"https://doi.org/10.30829/vis.v16i2.809","url":null,"abstract":"The lack of students’ English-speaking performance seems tobe common problems found in the department of Englisheducation at the University of Muhammadiyah SumateraUtara. Those problems involve the lack of fluency andproficiency in English speaking skills. This study aimed toanalyze the students’ English-speaking performance and thechallenges faced by them. This research applied a descriptivequalitative design. The data such as the documents,observation, and interviews were applied. In analyzing thedata concerning the components of data analysis in theinteractive model, it was proposed by Miles and Huberman(2016). The data were taken questionnaire from 125 EFL ofsecond-year students were collected, then the researcher alsoconducted the individual interviews with lecturers and classobservation. The result showed that the most challengingfactor faced by the students' speaking performance was relatedto the students themselves. Speaking errors were frequentlymade. The errors dominantly covered into 3 categories namelymisused forms (44.8 %), incorrect omission (33.6%), andmisplaced and confusing words (21.2 %). Concerning theexternal factors, the updated teaching strategies should beapplied in terms of reducing the use of the mother tongue bycombining various speaking performances, collaborating withother lecturers to organize more English programs, and sharethe speaking teaching experience.","PeriodicalId":49121,"journal":{"name":"Spatial Vision","volume":"3 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72465214","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}
The research was intended to know the effectiveness of Word FindPuzzle in the students’ vocabulary mastery which was observed andanalyzed from students of tenth grade at SMA Baitul Aziz BandarKlippa. The method used was quatitative research by using theexperimental research design. The population of this study wastenth grade students of SMA Baitul Aziz Bandar Klippa. In takingthe sample of this research, the researchers took some students ineach classes as the sample used and divided into 2 classes,experimental and control. There were 34 students in theexperimental and 26 students in control. The researchers taught byusing the Word Find Puzzle in the experimental class and taught byusing lecturing method in control class.The researchers used pretest,treatment, and post-test. In control class the score increase59,23 between pre-test and post-test, but in experimental class thescore increase about 68,85. By calculated by used SPSS V24, Theresearcherss concluded that there was a significant effect of theapplication of the Word Find Puzzle learning approach on learningoutcomes, it can be seen from the results of the analysis that this isindicated by the results of hypothesis testing which indicate that theSig. (2 - tailed) <0.05 (0.000 <0.05) and the value of t_ (count)> ttable (6.365> 1.992). Then in post test the researchers found thatthe value of Sig. (2tailed) is 0,923. It is bigger than 0,05(0,923>0,05) Sig. in T-Test (2tailed) is 0,002. It was less than 0,05(0,002>0,05), so there was a significant different between theexperiment class and control class. In other words, the students’achievement in vocabulary mastery is more effective by using WordFind Puzzle than lecturing method.
本研究旨在了解Word FindPuzzle对学生词汇掌握的有效性，并对SMA Baitul Aziz BandarKlippa小学十年级学生进行观察和分析。采用实验研究设计的定量研究方法。本研究的人群为SMA Baitul Aziz Bandar Klippa的一年级学生。在本研究的样本中，研究人员在每个班级中选取一些学生作为样本，并将其分为实验班和对照组2个班级。实验组有34名学生，对照组有26名学生。研究人员在实验班采用拼字游戏教学，在对照班采用讲授式教学。研究人员使用了前测、治疗和后测。对照组学生的成绩在测试前和测试后分别提高了59.23分，而实验班学生的成绩在测试后和测试前分别提高了68.85分。通过使用SPSS V24进行计算，研究人员得出结论:Word Find Puzzle学习方法的应用对学习结果有显著的影响，从分析结果可以看出，假设检验的结果表明这一点。(2尾)表(6.365> 1.992)。然后在后期测试中，研究人员发现Sig(2尾)的值为0.923。它大于0.05(0,923>0,05)，在T-Test (2tailed)中的sig为0,002。小于0.05(0.002 > 0.05)，说明实验班与对照班差异显著。换句话说，学生在词汇掌握方面的成就，使用字谜比讲授更有效。
{"title":"THE EFFECT OF WORD FIND PUZZLE ON THE STUDENTS’ VOCABULARY MASTERY","authors":"S. Syaukani, Intan Zulfira Pane","doi":"10.30829/vis.v16i2.811","DOIUrl":"https://doi.org/10.30829/vis.v16i2.811","url":null,"abstract":"The research was intended to know the effectiveness of Word FindPuzzle in the students’ vocabulary mastery which was observed andanalyzed from students of tenth grade at SMA Baitul Aziz BandarKlippa. The method used was quatitative research by using theexperimental research design. The population of this study wastenth grade students of SMA Baitul Aziz Bandar Klippa. In takingthe sample of this research, the researchers took some students ineach classes as the sample used and divided into 2 classes,experimental and control. There were 34 students in theexperimental and 26 students in control. The researchers taught byusing the Word Find Puzzle in the experimental class and taught byusing lecturing method in control class.The researchers used pretest,treatment, and post-test. In control class the score increase59,23 between pre-test and post-test, but in experimental class thescore increase about 68,85. By calculated by used SPSS V24, Theresearcherss concluded that there was a significant effect of theapplication of the Word Find Puzzle learning approach on learningoutcomes, it can be seen from the results of the analysis that this isindicated by the results of hypothesis testing which indicate that theSig. (2 - tailed) <0.05 (0.000 <0.05) and the value of t_ (count)> ttable (6.365> 1.992). Then in post test the researchers found thatthe value of Sig. (2tailed) is 0,923. It is bigger than 0,05(0,923>0,05) Sig. in T-Test (2tailed) is 0,002. It was less than 0,05(0,002>0,05), so there was a significant different between theexperiment class and control class. In other words, the students’achievement in vocabulary mastery is more effective by using WordFind Puzzle than lecturing method.","PeriodicalId":49121,"journal":{"name":"Spatial Vision","volume":"24 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81553554","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}
Translating puns and jokes is often perceived as the mostchallenging task in translation field. The difficulties oftranslating puns emerge because the sense of humor in thepuns and jokes can be disappeared after being translated intothe target language. This study aims to see the challenges thatEnglish Education Department’s students have as well as thesolutions they can implement in translating puns from Englishto Indonesian. This study applies qualitative method withcontent analysis technique. The data were generated from thetranslation products of puns translated by English EducationDepartment students. The data were then analyzed by usingreader-response technique to find out the readers’ responsetoward the puns and jokes that have been translated intoIndonesian. After analyzing the data, the results indicate thatmost students experienced difficulties to translate the punsfrom English to Indonesia. The biggest challenge that thestudents encountered is not only in translating the culturalhumor, but also in translating the linguistic humor and theuniversal humor. Students who implement free translationmethod and domesticating ideology were able to produce abetter target language oriented translation to let the readersunderstand the humor behind the puns and the jokes they read.These findings suggest that the solution to the challenge oftranslating puns is that students should use free translation anddomesticating ideology in translating cultural text, such aspuns and jokes.
{"title":"THE CHALLENGES AND SOLUTIONS OF TRANSLATING PUNS AND JOKES FROM ENGLISH TO INDONESIAN","authors":"Farida Repelitawati Br. Kembaren","doi":"10.30829/vis.v16i2.807","DOIUrl":"https://doi.org/10.30829/vis.v16i2.807","url":null,"abstract":"Translating puns and jokes is often perceived as the mostchallenging task in translation field. The difficulties oftranslating puns emerge because the sense of humor in thepuns and jokes can be disappeared after being translated intothe target language. This study aims to see the challenges thatEnglish Education Department’s students have as well as thesolutions they can implement in translating puns from Englishto Indonesian. This study applies qualitative method withcontent analysis technique. The data were generated from thetranslation products of puns translated by English EducationDepartment students. The data were then analyzed by usingreader-response technique to find out the readers’ responsetoward the puns and jokes that have been translated intoIndonesian. After analyzing the data, the results indicate thatmost students experienced difficulties to translate the punsfrom English to Indonesia. The biggest challenge that thestudents encountered is not only in translating the culturalhumor, but also in translating the linguistic humor and theuniversal humor. Students who implement free translationmethod and domesticating ideology were able to produce abetter target language oriented translation to let the readersunderstand the humor behind the puns and the jokes they read.These findings suggest that the solution to the challenge oftranslating puns is that students should use free translation anddomesticating ideology in translating cultural text, such aspuns and jokes.","PeriodicalId":49121,"journal":{"name":"Spatial Vision","volume":"111 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80595315","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}
The objective of this study is to find out whether the students’ vocabulary mastery thaught by word webbing technique is better than without word webbing technique. The method of this research was quantitative with the experimental research design. The population of this study was the 48 students at seventh grade of SMP Swasta Galih Agung with two groups, experimental class consists of 21 students and control class consists of 27 students. The researchers taught the experimental class by using word webbing technique and control class taught without using word webbing technique. To collect the data the researchers used vocabulary test in multiple choice as the instrument. The post-test was given by the researchers aftergiving the treatment. The data were calculated by using t-test formula with the degree freedom (df) = 46 at the level of significance 0.05. it was found that tcount value was 10,491 and t table was 2,000. After analyzing the data, it was found that t count is higher than t table. It means that Ha is accepted and Ho is rejected. It can be concluded that the students’ vocabulary mastery taught by word webbing technique is better than without word webbing technique.
本研究的目的是为了了解学生在使用单词编织技巧后对词汇的掌握是否比不使用单词编织技巧时更好。本研究采用定量研究方法，采用实验研究设计。本研究以SMP Swasta Galih Agung小学七年级学生48名为研究对象，分为两组，实验组21名，对照组27名。实验班采用织词教学，对照组不采用织词教学。为了收集数据，研究者使用了选择题中的词汇测试作为工具。后测是研究人员在治疗后进行的。数据采用t检验公式计算，在显著性0.05水平上，自由度(df) = 46。发现tcount值为10491,t表为2000。在分析数据后，发现t计数高于t表。这意味着Ha被接受，Ho被拒绝。实验结果表明，使用单词编织技术的学生对词汇的掌握要优于不使用单词编织技术的学生。
{"title":"THE EFFECT OF WORD WEBBING TECHNIQUE ON THE STUDENTS’ VOCABULARY MASTERY","authors":"Achmad Ramadhan, Siti Lutfiah Rabiyatul Adawiyah","doi":"10.30829/vis.v16i2.812","DOIUrl":"https://doi.org/10.30829/vis.v16i2.812","url":null,"abstract":"The objective of this study is to find out whether the students’ vocabulary mastery thaught by word webbing technique is better than without word webbing technique. The method of this research was quantitative with the experimental research design. The population of this study was the 48 students at seventh grade of SMP Swasta Galih Agung with two groups, experimental class consists of 21 students and control class consists of 27 students. The researchers taught the experimental class by using word webbing technique and control class taught without using word webbing technique. To collect the data the researchers used vocabulary test in multiple choice as the instrument. The post-test was given by the researchers aftergiving the treatment. The data were calculated by using t-test formula with the degree freedom (df) = 46 at the level of significance 0.05. it was found that tcount value was 10,491 and t table was 2,000. After analyzing the data, it was found that t count is higher than t table. It means that Ha is accepted and Ho is rejected. It can be concluded that the students’ vocabulary mastery taught by word webbing technique is better than without word webbing technique.","PeriodicalId":49121,"journal":{"name":"Spatial Vision","volume":"21 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78806228","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}
Teaching speaking to EFL learners is tremendouslychallenging. Having learned English for years at school andacquired sufficient vocabulary and grammatical features,students remain struggling to speak English effortlessly. Forthat matter, employing digital tools in teaching speaking canbe regarded as a prospective solution since some of which areparticularly designed for English language learning. Thesetools equip teachers with unlimited and up-to-date resourcesas well as facilitate students to be a lot more involved in thelearning activities and are expected to better perform theirspeaking ability. Accordingly, researcher utilized some digitaltools to teach students speaking skill to figure out the impacton their learning growth. This research employed quantitativeapproach to portray in detail the statistic descriptive ofstudents’ scores which reflects students’ speaking proficiencyprogress and their perspective and attitude regarding theelectronic devices use. From this data, further, it could beconsidered the benefits, disadvantages and follow up steps toescalate the potential application of such tools in teachingspeaking.
{"title":"DIGITAL TOOLS AND STUDENTS’ SPEAKING SKILL","authors":"F. Fitriani","doi":"10.30829/vis.v16i2.814","DOIUrl":"https://doi.org/10.30829/vis.v16i2.814","url":null,"abstract":"Teaching speaking to EFL learners is tremendouslychallenging. Having learned English for years at school andacquired sufficient vocabulary and grammatical features,students remain struggling to speak English effortlessly. Forthat matter, employing digital tools in teaching speaking canbe regarded as a prospective solution since some of which areparticularly designed for English language learning. Thesetools equip teachers with unlimited and up-to-date resourcesas well as facilitate students to be a lot more involved in thelearning activities and are expected to better perform theirspeaking ability. Accordingly, researcher utilized some digitaltools to teach students speaking skill to figure out the impacton their learning growth. This research employed quantitativeapproach to portray in detail the statistic descriptive ofstudents’ scores which reflects students’ speaking proficiencyprogress and their perspective and attitude regarding theelectronic devices use. From this data, further, it could beconsidered the benefits, disadvantages and follow up steps toescalate the potential application of such tools in teachingspeaking.","PeriodicalId":49121,"journal":{"name":"Spatial Vision","volume":"768 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78860940","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}
This study aims to find the impoliteness strategies in thecommenting of Instagram. The source of the data is takenfrom Instagram account “Kekeyi” a beauty vlogger who viralbecause of her uniqueness “using water balloon as sponge”and her controversy in social media. These situation make herget Bullying from her followers. The harassment and impolitelanguage cannot be avoided in the commenting of Kekeyi’sInstagram. By identifying and analyzing of all the data, thewriter found that there are three strategies of impolitenesslanguage used by the followers. They are bald on record,positive impoliteness and negative impoliteness. Based on thedata, the writer also found that positive impoliteness as thedominant strategy used by her followers. The use of the threestrategies seems as the way of her follower to show theirdisappointment toward what Kekeyi did in her posting andcaption were not what they expected. Studying of languageimpoliteness is very important to avoid verbal bullying insocial media.
{"title":"IMPOLITENESS COMMENTING ON INSTAGRAM ”KEKEYI”","authors":"E. Damanik, Rora Rizki Wandini","doi":"10.30829/vis.v16i2.815","DOIUrl":"https://doi.org/10.30829/vis.v16i2.815","url":null,"abstract":"This study aims to find the impoliteness strategies in thecommenting of Instagram. The source of the data is takenfrom Instagram account “Kekeyi” a beauty vlogger who viralbecause of her uniqueness “using water balloon as sponge”and her controversy in social media. These situation make herget Bullying from her followers. The harassment and impolitelanguage cannot be avoided in the commenting of Kekeyi’sInstagram. By identifying and analyzing of all the data, thewriter found that there are three strategies of impolitenesslanguage used by the followers. They are bald on record,positive impoliteness and negative impoliteness. Based on thedata, the writer also found that positive impoliteness as thedominant strategy used by her followers. The use of the threestrategies seems as the way of her follower to show theirdisappointment toward what Kekeyi did in her posting andcaption were not what they expected. Studying of languageimpoliteness is very important to avoid verbal bullying insocial media.","PeriodicalId":49121,"journal":{"name":"Spatial Vision","volume":"115 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90546399","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}
Recent studies have demonstrated that praise for academic performances can affect students’ intrinsic motivation and performances in learning. This study aims to investigate the value of teachers’ effective praise and feedback to adult learners to create a positive classroom climate. The participants of this study were 41 students of fourth semester, TBI-4, UINSU. This study was conducted with a descriptive qualitative research which incorporates both qualitative and quantitative instruments to accomplish the objectives of the study. The questionnaires were distributed to the students. The questionnaires had ten close-ended questions. Students were asked to choose one best answer based on their learning experiences or their learning expectations. The results of the study suggest that effective praise and feedback are needed to boost adult leaners’ motivation in learning. Adult learners define characteristics of an effective praise is brief, objective and explicit. Meanwhile, an effective feedback could be delivered in a clear, brief, practical and relevant way. Adult learners also realize the importance of effective praise and feedback to maintain teacher-student interaction which results to positive classroom climate.
{"title":"THE VALUE OF TEACHERS’ EFFECTIVE PRAISE AND FEEDBACK TO ADULT LEARNERS TO CREATE A POSITIVE CLASSROOM CLIMATE","authors":"Henny Mardiah","doi":"10.30829/vis.v16i1.714","DOIUrl":"https://doi.org/10.30829/vis.v16i1.714","url":null,"abstract":"Recent studies have demonstrated that praise for academic performances can affect students’ intrinsic motivation and performances in learning. This study aims to investigate the value of teachers’ effective praise and feedback to adult learners to create a positive classroom climate. The participants of this study were 41 students of fourth semester, TBI-4, UINSU. This study was conducted with a descriptive qualitative research which incorporates both qualitative and quantitative instruments to accomplish the objectives of the study. The questionnaires were distributed to the students. The questionnaires had ten close-ended questions. Students were asked to choose one best answer based on their learning experiences or their learning expectations. The results of the study suggest that effective praise and feedback are needed to boost adult leaners’ motivation in learning. Adult learners define characteristics of an effective praise is brief, objective and explicit. Meanwhile, an effective feedback could be delivered in a clear, brief, practical and relevant way. Adult learners also realize the importance of effective praise and feedback to maintain teacher-student interaction which results to positive classroom climate.","PeriodicalId":49121,"journal":{"name":"Spatial Vision","volume":"52 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87906437","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}
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