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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
FIND THE DIFFERENCES” PICTURE AS MEDIA TO TEACH SPEAKING DESCRIPTIVE TEXT TO THE SEVENTH GRADERS
RETAIN Vol 1 No 1 (2013)
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Abstrak It is known that English is an international language which has been used by countries all over the world. Nowadays, many teachers agree that students should learn to speak English as a second language when interacting with others. It aims to make students capable of keeping track of where English is used by all walks of life and activities. A good teacher is a teacher who is able to create a fun learning environment, be a motivational speaker, and passion. In brief, English teacher should be creative in developing their teaching learning process to create good atmosphere, improve the students’ speaking skill, give attention to the speaking components. Studying English will be better with practicing speaking. To most people, mastering the art of speaking is the single most important aspect of learning a second or foreign language, and success is measured in terms of the ability to carry out a conversation in the language. There are many ways to teach speaking. Teaching speaking can be done through dialogues, pictures, games, etc. The teacher should choose a suitable way such as: using picture. There is a phrase that describes a picture means a thousand words. One of the alternative pictures in teaching speaking is using "find differences" pictures. This is a type of pictures that can be used to teach speaking because the students will explore the differences containing in the two pictures and describe the differences based on theirs in the images. The writer includes some definition of key term to support the readers understanding this thesis easily. They are as follow: “Find the differences” picture: Sets of two pictures that show similar people or related situations. Speaking is to express taught a loud using the voice or talk. Descriptive text a text which use to describe person, thing and place. Keyword: Find the differences” picture, speaking, descriptive text  
The Eleventh Graders’ Ability in Comprehending Reading Narrative Texts in SMAN 1 Kedamean Gresik
RETAIN Vol 1 No 1 (2013)
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Abstrak Teks narrative secara dominan diajarkan di Sekolah Menengah Pertama (SMP) adn Sekolah Menengah Atas (SMA). Ini sangat penting belajar membaca dikarenakan membaca mengabungkan kecakapan lainnya. Ada beberapa mempengaruhi kemampuan membaca siswa. Pengajar seharusnya berperan untk memberikan model strategi meliputi mengabungkan membaca strategis dengan tujuan membantu siswa supaya menjadi pembaca strategis and memahami pesan yang terkandung pada teks, yakni teks narrative. Studi bertujuan mengetahui bagaimana siswa kelas 11 dapat memahami teks narrative? The RAND Reading Study Group (2002:11) medefisinikan komprehesi membaca adalah suatu proses secara serentak menarik dan membangun arti melalui interaksi and keterkaitan dengan bahasa tertulis. Studi ialah kuantitatif. Subjek studi adalah siswa kelas 11 IPA 1. Peneliti memperoleh dua data berbentuk teks pertanyaan pilihan ganda. Teks pertama memuat tujuh pertanyaan and teks kedua memuat sepuluh pertanyaan. Hasil studi menunjukkan bahwa kemampuan membaca siswa (dalam bahasa inggris ) meningkat itu terlihat dari pekerjaan menjawab teks pertanyaan pilihan ganda yang setiap pertanyaan mengandung indikator skill comprehensi membaca yang harus dicapai oleh siswa. Hampir siswa memenuhi skill comprehensi membaca pada tugas yang diberikan. Mereka mengunakan pengetahuan dasar to menyimpulkan arti teks baik secara explisit maupun  implisit, menyimpulkan kata baru dari konteks, menentukan maksud pengarang, mengidentifikasi tipe struktur teks and menarik kesimpulan. Siswa juga dapat membedakan antara topik and gagasan utama. Ini meliputi pengringkasan gagasan utama, mengikuti gagasan / pendapat pengarang tanpa berpegang pada semua gagasan pendukung dan mengidetifikasi gagasan utama. Serta siswa dapat menentukan tema dari teks. Sebagai rekomendasi, selain pengajar menilai comprehensi membaca siswa melalui pemberian tugas, bisa juga melalui retelling, ringkasan dan rekaman berjalan. Pengajar juga dapat menentukan strategi tepat dan skill dengan tujuan pengembangan pengajaran sehingga siswa dapat memahami isi yang terkandung di dalam teks. Kata Kunci: teks naratif, membaca strategis Abstract Narrative text is dominantly taught in junior and high schools. Learning reading is very important because it integrates other skills. There are some factors affecting students’ reading ability. The teacher has role to model strategy including integrating strategic reading to help the students become more strategic readers and comprehend text, namely narrative texts. The goal of the study is (1) How are the eleventh-grade students’ ability to comprehend narrative text?.The RAND Reading Study Group (2002:11) defines reading comprehension as “the process of simultaneously extracting and constructing meaning through interaction and involvement with written language. This study is the quantitative research design. The subjects are the eleventh graders of SMAN 1 Kedamean. The researcher uses two data in the form of multiple choice tasks. The first task consisted of seven questions and the second task consisted of ten questions. The result shows that the students’ reading ability increased in doing the task from the first meeting until the last meeting. There was increase in the students’ reading ability in doing the task containing indicators of reading comprehension skill that had to be achieved by the students. Most the students could fulfill the skill of reading comprehension on the task. They applied their background knowledge to infer implicit and explicit meaning of the text and to infer an unknown word from the context, determine author’s purpose, identify type of text structure and draw conclusion. The students could differentiate between a topic and main idea. It involved their’ summarizing an important idea  of the text, keeping track of the idea or opinions of the author without hanging on to all the supporting details and identifying important information (main idea). Moreover, the students determined theme from the text. It is recommended that the teacher asses the students’ reading comprehension through the administration of task, but also trough other assessment such as retelling and summarizing, running record. In addition, she determines appropriate strategies and skills to develop for teaching so that the students can comprehend texts. Key words: narrative text, strategic reading
A STUDY ON THE CONTENT AND ORGANIZATION OF THE TENTH GRADE STUDENTS’ NARRATIVE COMPOSITION IN SMAN 1 GEDEG MOJOKERTO THROUGH COLLABORATIVE LEARNING
RETAIN Vol 1 No 1 (2013)
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Abstrak Studi ini diarahkan pada penggambaran karangan naratif siswa kelas sepuluh dalam hal isi dan organisasi melalui pembelajaran kolaboratif. Dengan menggunakan adaptasi ESL Composition Profile yang ditulis oleh Jacobs et al (1981), studi ini menjawab pertanyaan bagaimana isi karangan naratif siswa kelas sepuluh melalui pembelajaran kolaboratif dan bagaimana organisasi karangan naratif siswa kelas sepuluh melalui pembelajaran kolaboratif. Studi ini telah dirancang sebagai penelitian kualitatif deskriptif. Subyek penelitian ini adalah para siswa kelas sepuluh SMAN 1 Gedeg Kabupaten Mojokerto, sedangkan obyek penelitiannya adalah karangan naratif siswa. Karena penelitian ini adalah studi penelitian kualitatif deskriptif, peneliti adalah instrumen kunci dari penelitian ini. Dalam mengumpulkan data, beberapa prosedur telah dilaksanakan oleh peneliti, yakni: (1) peneliti meminta karangan siswa kepada guru sebagai hasil dari proses belajar mengajar; (2) peneliti menyalin karangan siswa dan mengembalikan karangan asli kepada guru; (3) peneliti membaca semua karangan siswa dan mencoba untuk memahami karangan-karangan tersebut; (4) peneliti menganalisa karangan-karangan tersebut dalam hal/istilah  isi dan organisasi mengacu pada adaptasi ESL Profil Komposisi yang ditulis oleh Jacobs et al. ( 1981). Setelah melaksanakan penelitian tersebut, peneliti menemukan hasil sebagai berikut: (1) isi dari karangan naratif siswa kelas sepuluh melalui pembelajaran kolaboratif dapat digolongkan menjadi tiga: tiga karangan tergolongkan dalam Excellent to very good level, lima karangan tergolongkan dalam good to average level, dan dua karangan tergolongkan dalam fair to poor level; dan ( 2) organisasi karangan naratif siswa kelas sepuluh melalui pembelajaran kolaboratif dapat digolongkan menjadi tiga: empat karangan tergolongkan dalam Excellent to very good level, empat karangan tergolongkan dalam good to average level, dan dua karangan tergolongkan dalam fair to poor level. Kata kunci: karangan naratif, isi dan organisasi, pembelajaran kolaboratif     Abstract This study is aimed at describing the tenth grade students’ narrative composition in terms of content and organization that are taught by using collaborative learning. By using the adaptation of ESL Composition Profile written by Jacobs et al. (1981) as the standard, this study answered the questions of how the content of the tenth grade students’ narrative composition through collaborative learning is and how the organization of the tenth grade students’ narrative composition through collaborative learning is. This study was designed as descriptive qualitative research. The subjects of this study were the tenth grade students of SMAN 1 Gedeg Kabupaten Mojokerto, while the object was the students’ narrative composition. Since this research is descriptive qualitative study, the researcher is the key instrument of this study. In collecting the data, some procedures were conducted by the researcher, they are: (1) the researcher asked for the students’ composition to the teacher as the result of the learning and teaching process; (2) the researcher copied the students’ composition and gave the original back to the teacher; (3) the researcher red all of the compositions and tried to comprehend the compositions; (4) the researcher analyzes the compositions in terms of content and organization based on the adaptation of ESL Composition Profile written by Jacobs et al. (1981). After conducting the research, the researcher found the result as following: (1) the content of the tenth grade students’ narrative composition through collaborative learning was categorized into three levels: three compositions were categorized into excellent to very good level, five compositions were categorized into good to average level, and two compositions were categorized into fair to poor level; and (2) the organization of the tenth grade students’ narrative composition through collaborative learning was categorized into three levels: four compositions were categorized into excellent to very good level, four compositions were categorized into good to average level, and two compositions were categorized into fair to poor level. Keywords: Content, Organization, Narrative Composition, Collaborative Learning  
The Implementation of Personal Letter in Teaching Writing of Narrative Texts to the Eighth Graders of SMP Negeri 5 Sidoarjo
RETAIN Vol 1 No 1 (2013)
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Abstract Writing is one of the four language skills which have to be mastered in language learning, especially English. It is a productive skill in which the students produce the language in the written form. Most of the students think that writing is the most difficult skill. It is because they need some processes to be done. Narrative text is a genre text that is taught in Junior High School. This text is considered as an important text since it arises every year from Junior High School until Senior High School except expository text. Using personal letter as an activity can be use to help the students in writing narrative texts. This study are to describe how is the personal letter activity implemented in teaching writing of narrative texts to the eighth grades, to describe how the students’ writing tasks after  the personal letter is implemented as an activity, and to find out the students’ responses are toward the personal letter activity in teaching writing of narrative texts. This research is a descriptive qualitative research. The subject of the study is the eighth grades. The instruments of this study are semi – structured observation, students’ writing tasks and questionnaire. The instruments are used to gain the data. The data are collected and analyzed by doing observation during the teaching learning process. The semi – structured observation and questionnaire were used to describe the implementation of personal letter as an activity in teaching writing of narrative texts. And, the students’ writing tasks are used to know the students’ writing abilities in narrative texts. Based on the research conducted by the researcher, the results showed that writing of the students were better after using personal letter as the activity in writing narrative texts. In conclusion, personal letter can be used as an activity to teach writing of narrative texts. It is because this activity can help the students to organize, to generate, and to write their ideas of writing narrative texts, so they can write the narrative texts well. Keywords: Writing, Narrative text, Personal letter
THE CORRELATION BETWEEN ENGLISH GRAMMAR COMPETENCE AND SPEAKING FLUENCY OF ELEVENTH GRADE STUDENTS IN SMAN 1 SIDOARJO
RETAIN Vol 1 No 1 (2013)
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Abstract Among four basic skills of English, speaking can be considered as the most difficult yet the most demanding skill to master. Thus, experts have been trying to find the most effective way to enhance the learners speaking for decades. Unfortunately, there doesn’t seem to be a clear agreement among them. One method focuses more on the speech accuracy while the other emphasizes the fluency. In Indonesia, most English teachers seem keen of implementing grammar based learning even though they know that the curriculum expects that students are able to develop speaking skill which is not only accurate but also fluent. With regards to the aforementioned fact, this study aims to reveal whether there is a significant correlation between students’ grammar competence and their speaking fluency. It is expected that the results of the study can help English teachers make better prediction regarding how far grammar competence correlate with speaking fluency. The study was conducted in SMAN 1 Sidoarjo which one of the leading schools in the province and used descriptive-quantitative research design. Sampling was done randomly with five students being drawn from every eleventh grade class. Based on the acquired data it was discovered that most of the students were fair in terms of English grammar competence and speaking fluency. In addition, the end result of the calculation of r value suggested that students’ English grammar competence moderately correlates with their speaking fluency. Keywords: English grammar competence, Speaking fluency, Eleventh graders, Correlation    
AN ANALYSIS OF READING MATERIALS IN “INTERLANGUAGE: ENGLISH FOR SENIOR HIGH SCHOOL STUDENTS XI (SCIENCE AND SOCIAL STUDY PROGRAMME)” PUBLISHED BY THE NATIONAL EDUCATION DEPARTMENT AS AN IMPLEMENTATION OF THE 2006 ENGLISH STANDARD COMPETENCE
RETAIN Vol 1 No 1 (2013)
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Abstract This study is conducted to describe the conformity of reading activites with the reading indicators as stated in SKL UN 2012, to describe the relevance of text types in the reading materials to the 2006 English standard competence based on each text type characteristics’, and to describe the appropriateness of the linguistic features of reading materials in the textbook with the standard competences in the 2006 English standard competence. This study was designed as a documentary analysis in the form of descriptive qualitative research without any statistical calculation. The result of this analysis showed that all of reading materials are not relevant with the 2006 English standard competence. It does not provide any explanations, examples, and exercises in order to make the students really understand about the texts being learned.   Keywords: analysis, reading materials, textbook, the 2006 English standard competence, SKL UN 2012, generic structure, and linguistic feature.
The Use of Folktale Movie in Teaching Speaking of Narrative Text To the Tenth Grade Students of SMAN 1 Gedangan Sidoarjo
RETAIN Vol 1 No 1 (2013)
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Abstract Students are believed still have difficulty in speaking activity. So, teacher should be creative in teaching of speaking. Folktale movie is suggested to be used in teaching speaking. The appropriate movie for speaking task is narrative. There are two research questions in this study, first is “How is the implementation of folktale movie in teaching speaking of narrative text to the tenth grade students of SMAN 1 Gedangan Sidoarjo?” and “How is the students’ speaking ability after folktale movie is implemented in teaching speaking?  ” . Dealing with speaking activity, the use of folktale movie may be motivating and interesting. A need to show a sequence of actions and events can be shown clearly in movie. While, the generic structures of narrative are orientation, complication, resolution, and reorientation that is represented in movie. The researcher uses descriptive qualitative design in order to obtain the information. The data of the study for the first research question is the teachers’ activity and the students’ activity that are obtained from observation checklist. Then the data of the study for the second research question is students speaking score that are obtained from students speaking task. The data are obtained through three times observation during three meetings that focus in how the folktale movie implemented in teaching speaking of narrative text and also how the students speaking ability after folktale movie implemented in teaching speaking in the class. The teacher used retelling the story as a technique to help the students to train their speaking skill. Folktale movie is believed as one alternative media which help both of the teacher and the students in teaching and learning speaking of narrative text. It is hoped that further research would be done with different techniques to enrich our understanding of using folktale movie as an alternative media in narrative speaking. Keywords: Speaking, Folktale Movie, and Narrative Text
THE TECHNIQUES USED FOR THE TEACHING OF SPEAKING FOR YOUNG LEARNERS
RETAIN Vol 1 No 1 (2013)
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The main objective of learning English is using English as a means of communication. One of the ways for the teachers to make young learners use English as a means of communicationis using appropriate techniques which match with the learners’ characteristics in teaching speaking. Unfortunately, the fact shows that many teachers still do not know the appropriate techniques to teach speaking for young learners. They frequently teach speaking using translation and memorizing techniques, whereas, those techniques are not appropriate with the characteristics of young learners. In this case, the teachers have to know the applicable techniques for teaching speaking to young learners to achieve the main objective of teaching English. Thus, this paper will describe the successful techniques of teaching speaking for young learners employed by the teacher of Pre Beginner 1 level class’ learners at RAM English Course (REC).The teacher was a qualified teacher since she has understood about the applicable techniques for teaching speaking to young learners. This study is expectedto make the teachers at elementary schoolsable to apply the techniques in this study when teaching speaking to young learners in their class. A descriptive qualitative research was used to conduct this study andthe observation sheet and interview were the instruments to collect the data. The result showedthe techniques used by the teacher to teach speaking were information gap, repetition drill, picture narrating, and guessing games techniques. She frequently combined the techniques when teaching the young learners to avoid the boredom in the class. As the result, the learners had more chances to speak up with their friends since the class was not boring. They also had good ability of speaking and more motivated to learn English since the teacher used the appropriate techniques with their characteristics. Key words: Technique, teaching speaking, RAM English Course (REC).  
PRE-QUESTIONING TECHNIQUE TO TEACH READING COMPREHENSION FOR VOCATIONAL SCHOOL LEVEL
RETAIN Vol 1 No 1 (2013)
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  Abstrak Di Indonesia, bahasa Inggris dianggap sebagai bahasa asing pertama. Ada empat macam keterampilan dalam bahasa Inggris yang harus dikuasai oleh murid-murid yang belajar bahasa Inggris, yaitu : mendengarkan, membaca, dan menulis. Diantara keempat keterampilan berbahasa Inggris, keterampilan membaca dianggap sebagai salah satu hal yang paling penting dalam pembelajaran bahasa. Keterampilan membaca menjadi satu bagian  dalam keterampilan berbahasa yang harus dikuasai oleh pelajar karena keterampilan membaca mempunyai sebuah peranan penting dalam bidang pendidikan. Membaca merupakan sebuah jembatan bagi murid-murid untuk mendapatkan informasi yang diperlukan di bidang pendidikan, seperti mentransfer informasi dan ilmu dari buku-buku paket atau panduan. Mengingat pentingnya keterampilan membaca untuk murid-murid, kreatifitas guru dibutuhkan dalam pemilihan teknik pembelajaran untuk pelajaran reading. Hal ini merupakan peranan guru untuk dapat menciptakan lingkungan kelas yang menyenangkan dan membangun minat dan motivasi murid-murid dalam pelajaran membaca dalam bahasa Inggris. Dalam pembelajaran membaca dalam bahasa Inggris, hal yang paling penting adalah pemahaman murid-murid terhadap teks bacaan untuk dapat menangkap makna/maksud penulis. Untuk dapat memahami sebuah teks bacaan, sebuah teknik yang tepat untuk mengajar reading sangatlah penting. Sehingga, seorang guru bahasa Inggris harus kreatif dalam memilih teknik pengajaran reading yang tepat. Salah satu teknik alternatif yang digunakan untuk menngajar reading adalah pre-questioning technique. Pre-questioning technique di definisikan sebagai beberapa pertanyaaan yang akan diberikan pada murid-murid sebelum kegiatan pembelajaran bahasa Inggris, sebelum murid-murid membaca seluruh teks bacaan, untuk membangun minat dan motivasi murid-murid. Dengan memberikan beberapa pertanyaaan sehubungan dengan topik bacaan yang akan diberikan, diharapkan dapat membantu murid-murid untuk dapat memahami bacaan lebih baik karena sebelum mereka diminta untuk membaca teks, mereka dapat menebak atau memprediksi isi dari teks bacaan melalui beberapa pertanyaan yang berhubungan dengan topik yang diberikan pada mereka sebelum mereka membaca teks bacaan. Dalam studi ini, peneliti mencoba untuk meneliti penerapan teknik pre-questioning pada kelas bahasa Inggris kelas Sekolah Menengah Kejuruan, Akuntansi, dan bagaimana untuk mengetahui bagaimana kemampuan murid-murid setelah penerapan teknik pre-questioning. Dalam studi ini, peneliti menggunakan metode penelitian deskriptif kuantitatif dengan non partisipasi peneliti. Dalam melaksanakan penelitian ini, Abstract   In Indonesia, english is considered as the first foreign language. There are four skills that should be mastered by the English learners, they are: listening, speaking, reading, and writing. Among those four skills, reading is one of the most important skills in learning language. Reading skill becomes a part of language skill that the students have to master since reading skill has an important role in education field. Reading is a bridge for the students to get the information needed in their education field, such as trasferring information and knowledge from textbooks. Considering the importance of reading for the students, teacher’s creativity is needed to select the appropriate technique in teaching reading comprehension. It is the teacher’s role to create enjoyable classroom environment and build up students’ interest and motivation in learning reading. In learning reading, the most important point is students’ comprehension toward the text in order to get the author’s messages. In order to comprehend a text, an appropriate technique to teach reading is important. So that, an English teacher should be creative in selecting the technique to teach reading. One of  the alternative techniques used to teach reading is pre-questioning technique. Pre-questioning technique is defined as some questions provided before the students read the whole text, in order to build the students’ interest and motivation. By giving some questions related to the theme of the text given, it is expected to help the students comprehend the text better since before they are asked to read the text, they can predict the content of the text through some related questions given before they read the text. In this study, the researcher tries to observe how is the implementation of pre-questioning technique to the English class of vocational school level, and how is the students’ ability after the implementation of pre-questioning technique. In this study, the researcher uses descriptive quantitative research with non-participant researcher. In conducting this study, the researcher collected the data by observing both the teacher and the students’ activities during the implementation of pre-questioning technique. The subjects of this study are the English teacher and the first grade students of accounting class of SMK Pawiyatan Surabaya. The result of this study showed that by applying the Implementation of pre-questioning technique, the students can understand the text well. To know the students’ ability after the implementation of pre-questioning technique, the teacher used exercises in form of short-answer questions or W-H questions and True of False completion. The result of the students’ achievement are analyzed based on Heaton’s way and show “Good” classification. From this result showed, finally the researcher can conclude that the implementation of pre-questioning technique to teach reading comprehension is successful.   Key words: pre-questioning, technique, teaching reading, reading comprehension

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