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INDONESIA
RETAIN (RESEARCH ON ENGLISH LANGUAGE TEACHING IN INDONESIA)
Published by Universitas Negeri Surabaya
ISSN : 23562617     EISSN : -     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
RETAIN publishes articles within the scope of English Language Teaching and Applied Linguistics. RETAIN publishes articles within the scope of English Language Teaching and Applied Linguistics.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 19 Documents
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Search results for , issue "Vol 1 No 1 (2013)" : 19 Documents clear
AN ANALYSIS OF THE SPEAKING MATERIALS IN “ENGLISH ALIVE 2” TEXTBOOK FOR THE ELEVENTH GRADERS OF SENIOR HIGH SCHOOL
RETAIN Vol 1 No 1 (2013)
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Abstract

The objectives of the study are to describe the presentation of speaking materials in “English Alive 2” textbook for the eleventh graders of Senior High School based on the criteria of a good textbook proposed by Savignon, to describe the relevancy of the speaking materials in “English Alive 2” published by Yudhistira for the eleventh graders of Senior High School to the 2006 English standard competence and to describe the sequence of speaking materials in “English Alive 2” published by Yudhistira for the eleventh graders of Senior High School to the 2006 English standard competence. Based on the analysis,the researcher found that the presentation of the textbook was arranged to meet the criteria proposed by Savignon. The researcher also found that the relevancy of the speaking material was quite in line to the 2006 English Standard Competence, but there were some competence that was not in line to the 2006 English Standard Competence. The reasons were the textbook did not present the material in the speaking ability. Another reason was the textbook did not provide the material for the certain competence. For the sequence of the speaking material in the textbook, the researcher found that the sequences are not in line compared to the 2006 English Standard Competence. Keywords:analysis, textbook, eleventh graders, speaking material.  
THE APPLICATION OF E-BOOK AS A MULTIMEDIA FOR TEACHING READING TO EFL YOUNG LEARNERS AGE 9-10
RETAIN Vol 1 No 1 (2013)
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Abstract

Reading is one of the important skills that needs to be formed in the process of learning language. However, teaching reading to EFL young learners in Indonesia is different from teaching reading to the native speakers because mostly EFL Young Learners have difficulties in understanding English, especially in reading. Thus, the teachers of EFL Young Learners  need to know how to make them understand English through reading. One of the ways is using media to teach reading. There are many media that can be used to teach reading to EFL young learners, one of them is multimedia e-book. A multimedia e-book consists of some features such as pictures, animations, sounds, and text. The combination of those features is believed tohelp improve students’ understanding. Unfortunately, many teachers still do not know how to use multimedia e-book in teaching reading. Therefore, this study was conducted to describe how the teacher applies the multimedia e-book. Besides, this study was also conducted to know the responses of EFL young learners after being taught using multimedia e-book. A descriptive qualitative research design was used in this study. Interview and observation were used as the instruments to get the data. The results showed that the teacher applied multimedia e-book in sequantial activities namely pre-reading activity, while reading activity and post-reading activity. The students also gave positive responses toward the application of multimedia e-book for teaching reading. Keywords: multimedia e-book, reading, young learners age 9-10.    
THE EFFECTIVENESS OF A BOARD GAME FOR TEACHING SPEAKING TO THE SEVENTH GRADERS OF MTs. NU TERATE GRESIK
RETAIN Vol 1 No 1 (2013)
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Abstract

Speaking is one of the four skills that should be mastered by students. Whereas, most of the speaking class activity is lack of media. This research provided a board game as media for teaching speaking. Kipple (1984) used it for communicative fluency in classroom speaking activity. This research is conducted to find the significant difference in speaking ability of expressing likes and dislikes between the students who were taught by using a board game and those who were taught without using a board game. It is also purposed to find out the students’ responses toward the effectiveness of a board game in teaching speaking. Some of reasons why a board game is chosen are the advantage of a board game and the ease of a board game when it is conducted in speaking class activities. A board game enables to encourage students’ speaking confidence, develop students’ speaking fluency, and encourage the development of short conversation. In application, a board game can be arranged easily, based on the students’ material. This research is an experimental research that takes population and sample in MTs. NU Terate Gresik. The  population of this study was the seventh graders of MTs. NU Terate Gresik while the sample of this study, which taken by using cluster random sampling, are VII C (as experimental group) which got treatment and VII E (as control group) which did not get the treatment. Each group consists of 38 students. There are two instruments to collect the data; they are test and questionnaire. T-test formula is used to analyze the test instrumen, whether, the questionnaire instrument, percentage formula is used. The result is the critical value for rejecting the null hypothesis at p ≤ .001 df 74 is 2.38 and the result of t-test is 4.56. It means that t-test is larger than critical value (4.56>2.38). It can be said that null hypothesis was rejected. Meanwhile, the result of the questionnaire shows most students responded enjoyed, were motivated and helped in speaking English by using a board game. Key Words: Speaking, Teaching Speaking, Likes and Dislikes Expression, and a Board Game.  
THE EFFECTS OF TEAM GAMES TOURNAMENT ON THE TEACHING OF VOCABULARY FOR THE FOURTH GRADERS OF SDN 1 MENGANTI
RETAIN Vol 1 No 1 (2013)
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Abstract

Vocabulary is important to be considered because it is the main component to develop a language. It also has an important role for the four language skills. As we know, English vocabulary has different sound in their pronunciation and spelling that it is different from Bahasa Indonesia as our first language. That makes the students of elementary schools as young learners still lack of vocabulary. It means that they need vocabulary development. Then, it will be easier for them to learn the four English basic skills, which are listening, speaking, reading, and writing. To help the students learning vocabulary easily, the teacher can choose their technique and media which is appropriate and can interest the students. One of the methods that can be used to achieve their goal of study is Team Games Tournament. Team Games Tournament makes the students work in their groups and have a competition in the tournament. In each team, there are students who have different ability in learning English. So the students who have the higher ability can motivate their other friends and share their knowledge so that each member of the group can understand the material. There are also dimensions of excitement contributed by the use of games on the tournament. The teammates help each other to prepare the games by studying the worksheet and explain the problem and the material to each member of them. However, if they are in the tournament, they may not help each other to train their individual responsibility. Through this study, the researcher tried to explore the effectiveness of Team Games Tournament to teach vocabulary for the fourth graders. The subjects of this study were fourth graders of SDN 1 Menganti. The subjects were divided into two groups, experimental group and control group. These two groups were given a pretest in order to know their ability. After treatment was given to the experimental group, they were given posttest. Based on the data from the pretest of both groups, it was found that the experimental and control groups have the same ability. On the other hand, the score of experimental group were higher than control group on posttest. From the calculation of t-test, it was found that there was significant difference between experimental and control groups. The result also answered the research question of this study. Key words: Vocabulary, Fourth Graders, Team Games Tournament  
THE IMPLEMENTATION OF TONGUE TWISTRES FOR TEACHING OF PRONUNCIATION TO THE FOURTH GRADERS
RETAIN Vol 1 No 1 (2013)
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Abstract

Mis-pronounced in English word can create misunderstanding and miscommunication. Word stress has very important in English. A wrong position in word stress in English word can change the meaning. The researcher realized that it is very important to make the students practice pronunciation through such interesting activity as often as possible by using tongue twister. The aims of this study are to describe the implementation of tongue twisters for the teaching of pronunciation for the fourth graders and to describe the students’ responses toward implementation of tongue twisters for the teaching of pronunciation for the fourth graders. The researcher conducted the research in SDN Mojosari 1 and the subject of the study was the fourth graders. The researcher applied a descriptive qualitative research design. From the result of observation checklist and field notes, it could be indicated that the implementation of tongue twisters give some contribution to the students’ pronunciation. From the result of questionnaire, it could be concluded that the students gave good responses toward the use of tongue twister in their class. The researcher suggested that the English teacher should using tongue twisters in teaching English, especially pronunciation by aware of the topics and the level of the students. Keywords: tongue twisters, pronunciation, fourth graders  
THE IMPLEMENTATION OF PICTURE SERIES AS MEDIA IN TEACHING WRITING OF A NARRATIVE TEXT OF THE TENTH GRADERS OF SENIOR HIGH SCHOOL
RETAIN Vol 1 No 1 (2013)
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Students are regarded still have difficulty in writing activity. So, a teacher should be creative in teaching of writing. Media is suggested to be used and pictures are visual aids that are simple, easy to produce, and relatively cheap. The appropriate composition for writing excercise is narrative text. So, there are two research question in this study, first is “How are the picture series used to teach students of senior high school in writing narrative text?” and “How is the students’ writing of narrative text after the implementation of picture series in teaching writing of a narrative text?”. Admittedly, writing to understand for oneself easily spills over into writing to share one’s understanding with others. Dealing with writing activity the use of picture series may be motivating and interesting. Pictures have an excellent device for providing both a purpose and content for writing. A picture series provide non-verbal cues for manipulation practice. It also provides students with information to refer to, including objects, actions, events, and a relationship. When pictures are used, a meaningful context is created. While, There are two components which become the important thing in writing narrative text. Those are language features and generic structure. The writer uses descriptive qualitative design in order to obtain the information. The data of the study is the teacher’s activity and the students’ composition that are collected in form of field-notes. Then, the data are analyzed qualitatively in descriptive way. The data are obtained through three times observation during three meetings that focus in learning how to write a narrative text using picture series as media from the generic structure and language features. It is found that teacher has a different technique in using picture series as media in writing narrative text to the tenth graders of senior high school which helps the students in composing a narrative text from its generic structure and language features that can be seen from students’ composition. A Picture series is regarded as one of alternative media which help both of the teacher and the students in teaching and learning of writing of narrative text. It is hoped that further research would be done with different techniques to enrich our understanding of using Picture Series as an alternative media in writing narrative. Keywords Writing, Picture Series, and Narrative Text  
THE USE OF GROUP INVESTIGATION TECHNIQUE IN TEACHING SPEAKING NEWS ITEM TEXT FOR THE TENTH GRADERS OF SMA NEGERI 3 SIDOARJO
RETAIN Vol 1 No 1 (2013)
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dan Kusumarasdyati S1- English Education, Language and Art Faculty, Surabaya State University Abstract Based on the standard competence of English subject for senior high school, speaking is one of the skills that should be mastered by the students. But, speaking English is often considered as something frighten faced by some Indonesia students. Some students are still afraid to make mistake and feel depressed in speaking activity. Those problems occur because the teachers do not know much about the speaking techniques and the students are rarely given chance to practice their speaking. To overcome those problems, the teacher in SMAN 3 Sidoarjo chooses one of cooperative learning techniques and it had been implemented well in her school, it is a group investigation technique. Group investigation is a general classroom-organization plan in which students work in a small group using group discussion, cooperative inquiry, planning and projects. The students are divided into two to six members group then they choose topic from a unit being learned by the students. This study was conducted using qualitative method design. The researcher observed the activities in the classroom during teaching and learning process. The data of the study are from the result of observation that was obtained through observation checklist and field notes, and also from the result of interview guideline. The results of observation showed that the group investigation technique can run well during the teaching and learning process. From the results of interview was found that the group investigation is effective to be used in speaking news item text. The students enjoy joining the lesson. Thus, the implementation of group investigation had improved the students’ mastery in understanding news item text and speaking skill. Keywords: group investigation, speaking activity, news item text.  
THE EFFECTIVENESS OF MAKE A MATCH TECHNIQUE FOR TEACHING WRITING DESCRIPTIVE TEXT TO THE SEVENTH GRADERS OF SMPN 1 KARANGBINANGUN LAMONGAN
RETAIN Vol 1 No 1 (2013)
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Writing is one of four basic skills of English that has to be mastered by the students. However, it is not easy as it seems. There are some stages to make a good writing. Therefore, some teachers introduced many aids or techniques of teaching to help their students easy to compose a good writing. One of the interesting techniques of teaching is make a match technique. This study focuses on the effectiveness of using make a match technique to teach writing descriptive text. The research question here is “Is there any significant difference in writing ability between the students who are taught writing descriptive using make a match technique and those  who are taught without using make a match  technique?” This technique is one of cooperative learning that is played in pairs. The students are put in 2 groups, A and B, each of the students of the group get one card. Group A brings the questions (topic) cards; while B group brings the answers (simple description) cards. When they are ready to start, the teacher asks them to face each other cards. After that, she rings the whistle as a sign that they have to find their matches as soon as possible. When they already found their matches, they can report it to the teacher and if they are right, the teacher asks them to compose longer paragraph well. The research design used in this study was experimental research with two groups; experimental and control groups. The subjects of this study were seventh graders of SMPN 1 Karangbinangun Lamongan. The data were got from the students’ writing score in pre test and post test. The students’ scores were collected to collect the data. From the data collected, the researcher used T test to calculate the students’ pre test and post test scores. Based on the calculation of T test, the t- value of post test in both group were lower than t table. Therefore it could be said that there was no significant difference between experimental and control groups in post test. Based on the result above, in can be concluded that the use of make a match technique can help the students to get higher score in writing descriptive text. But this technique is not effective enough to be applied in this school. It can be seen from both students’ result of pre test and post-test. Key words: make a match, descriptive text, writing  
THE ANALYSIS OF SPEAKING MATERIALS IN “SCAFFOLDING” ENGLISH TEXTBOOK FOR THE NINTH GRADERS AND THEIR RELEVANCE TO SI 2006
RETAIN Vol 1 No 1 (2013)
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Among the 4 skills, speaking is the most vital skill in English; this is so because the ability to function in another language is generally characterized in terms of being able to speak that language (Nunan, 1991:225). To teach speaking, the teachers need appropriate materials. There are many learning resources that can be used as teaching materials. One of the materials is a textbook. Textbook is designed based on the curriculum in its country and reflected assumptions of teaching practices of how foreign languages are learned. Based on the explanation, the SCAFFOLDING English textbook for The Ninth Graders was analyzed to decide whether the speaking materials in the textbook fulfilled the criteria of good speaking materials and based on Standar Isi 2006 (SI) in order to find the relevance between these two references. The design of this study is descriptive qualitative and the subject of this study is the English textbook SCAFFOLDING. The results of this study shows that the speaking materials in this book are included into good speaking materials because it has fulfilled two of three criteria of good speaking materials and the speaking materials in Scaffolding English textbook are relevant to speaking materials stated in Standar Isi 2006. Furthermore, the speaking materials of this textbook need to be revised so that, the objective of language teaching, especially speaking can be reached. Keywords: Relevance, Speaking materials, Textbook, Standar Isi 2006 (SI).  
PUPPET FOR TEACHING SPEAKING NARRATIVE TEXT TO THE EIGHTH GRADERS
RETAIN Vol 1 No 1 (2013)
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Speaking English is not easy for the most students in our nation. There are many reasons which make our students get the difficulties when they have to speak in English. For that reason, the English teachers have to find the ways to teach this skill easily.  Using puppet is the one way to teach speaking English. Puppet means the media which is made to show the character. In this matter, the use of puppet will make the students show the character through speaking in narrative text. This study attempts to answer two research questions dealing with the implementation of puppetry in teaching speaking. The questions are; first,  How puppet is implemented in the teaching of speaking narrative text, second,  How are the students’ responses after the implementation of puppetry in teaching speaking narrative text. Since this study was descriptive qualitative, the writer would describe and analyze the existing phenomena during the study. In this case, the study was done in three meetings which took the eighth graders of junior high school as the subject of the study. The place of the study was at SMPN 31 Surabaya.  Furthermore, there were three kinds of instruments used in this study; they were observation checklist, interview, and questionnaire. Based on the findings, the writer noticed that the activities during the implementation of puppet greatly varied. At the first meeting, the class was held in the classroom. The teacher explained about narrative text.  While at the second meeting, the class was held in the library. The teacher explained about puppet and demonstration it.  The last meeting was held in the class and the students had to perform puppet show and the teacher acted as the supervision and also gave the evaluation. The notes were about the analysis of teaching learning activities, and the media used. In addition, the implementation of puppet helped the students in teaching learning process, especially in speaking narrative class. The evidence could be shown in the students’ responses. The result of questionnaire showed that the students mostly interested in puppet, agreed that it was helpful in making the students speak in English.   Key words: speaking, puppet, narrative text, speaking narrative text

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