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Him'mawan Adi Nugroho
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English Department, Faculty of Languages and Arts, Universitas Negeri Surabaya Building T4, 2nd floor, Kampus Lidah Wetan, Universitas Negeri Surabaya, Surabaya, Indonesia
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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 5 Documents
 1 
Search results for , issue "Vol 10 No 01 (2022)" : 5 Documents clear
Students Perception of Factors Affecting Fluency During Speaking Performance in Higher Education Student utomo, budi
RETAIN Vol 10 No 01 (2022)
Publisher : RETAIN

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Abstract

This study identifies factors affecting fluency during speaking performance in higher education student at State University of Surabaya. The students in the debate class are still not fluent and confidence to speak. Therefore, the researcher decided to take this study that identify and describe the challenges during speaking performance. This research is aimed as a reference for the educators to decide the best way to overcome speaking challenges in the class especially in debate class. The research design is qualitative that uses questionnaire and interview as the instrument. The questionnaire distributed to 65 participants and 4 participants were interviewed. This study found that there are several internal and external factors affecting students’ performance in speaking class. Some of the tips are served, those are from the students’ strategies who got the high score in debate class. This study is expected to contribute to the body knowledge and as a reference for the future researchers in the same study field.
The Use of Mind Mapping Technique in Learning Writing Recount Text in Junior High School
RETAIN Vol 10 No 01 (2022)
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Abstract

Abstrak Menulis adalah salah satu dari empat kemampuan yang paling sulit dikuasai mengingat ada beberapa hal yang perlu diperhatikan. Selain melihat struktur kata yang tepat dan kosa kata yang efektif, siswa perlu meningkatkan minat menulis pada diri mereka sendiri. Karena akibat dari pandemi membuat siswa menjadi jarang menulis dan kemampuan menulis menurun. Maka dari itu, tujuan dari penelitian ini adalah untuk mengungkap penggunaan teknik mind mapping dalam pembelajaran menulis teks recount pada sekolah menengah pertama. Jenis penelitian ini adalah deskriptif kuantitatif. Instrumen-instrumen penelitian yang digunakan dalam penelitian ini adalah lembar observasi, kuesioner, dan rubrik mind mapping. Hasil yang dapat ditemukan di dalam penelitian ini adalah siswa lebih mudah membuat teks recount dengan membuat kerangka dari mind mapping terlebih dahulu. Melalui pemanfaatan teknik mind mapping dalam pembelajaran menulis teks recount, banyak siswa yang memberikan respon yang baik. Kesalahan dalam membuat teks recount yang sering terjadi pada siswa tidak hanya terletak pada struktur kata dan kosakata, tetapi juga pada mekanik. Kata kunci : Mind Mapping, Teks Recount, Sekolah Menengah Pertama Abstract Writing is one of the four proficiency which is the most arduous ability to be mastered seeing from the components must be paid attention to. Besides, taking notice of proper grammar and effective vocabulary, students need to intensify their writing interest. Because of a pandemic, the students find idleness in writing so that their writing ability goes down every single day. Therefore, the objective of this research is to reveal the application of mind mapping techniques in learning writing recount text in junior high school. This type of research is descriptive quantitative. The research instruments utilized in this research were observation sheets, questionnaires, and mind mapping rubrics. The result that can be found in this study is easier for students to make recount texts by making a framework from mind mapping at first. Through the utilization of the mind mapping technique in learning to write recount text, lots of students gave good responses. The error in making recount texts that often occurs in students is not only in grammar and vocabulary but also in mechanics. Keywords: Mind Mapping, Recount Text, Junior High School
The Use of TED Talks Videos for Learning Public Speaking by English Department Students
RETAIN Vol 10 No 01 (2022)
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Abstract

Abstrak Keterampilan berbicara dianggap sebagai salah satu keterampilan yang paling menantang oleh para siswa karena berkaitan dengan bagaimana mereka mengekspresikan dan menyampaikan ide mereka menggunakan bahasa target. Terlebih lagi dalam berbicara di depan umum, para siswa harus tahu bagaimana menyampaikan ide mereka menggunakan perpaduan antara bahasa lisan dan non lisan seperti menciptakan pidato yang menarik, topik yang memukau, serta gerakan yang tepat. Beberapa penelitian sebelumnya menemukan bahwa video TED (Technology, Entertainment, and Design) Talks bermanfaat dalam meningkatkan keterampilan berbicara di depan umum oleh para siswa. Namun, kita masih belum mengetahui bagaimana pengalaman para siswa dalam memanfaatkan TED Talks untuk berbicara di depan umum baik secara lisan maupun non lisan. Untuk mengatasi hal tersebut, penelitian ini bertujuan untuk menyelidiki pengalaman mahasiswa Jurusan bahasa Inggris tentang bagaimana mereka memanfaatkan video TED Talks untuk belajar berbicara di depan umum, serta aspek apa saja yang mereka pelajari dalam memanfaatkannya. Penelitian ini menargetkan mahasiswa angkatan 2018, 2019, dan 2020 di Jurusan Bahasa Inggris di salah satu universitas di Surabaya. Melalui kombinasi metode kuantitatif dan kualitatif, penelitian ini menemukan bahwa para mahasiswa menemukan pengalaman-pengalaman menarik yang dirasakan ketika mereka menggunakan video TED Talks untuk belajar berbicara di depan umum. Mereka juga mengakui bahwa ada banyak aspek berbicara di depan umum yang dapat dipelajari dari video tersebut. Setelah menonton video TED Talks, para mahasiswa mencoba meniru dan mempraktekkan apa yang telah mereka tonton untuk membuat public speaking mereka menjadi lebih menarik. Kata Kunci: Video TED Talks, Berbicara di Depan Umum, Mahasiswa Jurusan Bahasa Inggris, Pengalaman Abstract Speaking skills can be considered one of the most challenging skills by the students since it deals with how they express and convey their idea using the target language. Moreover, in public speaking, the students should know how to communicate their ideas using verbal and nonverbal language combinations such as creating an interactive speech, exciting topics, and proper movement. Some of the previous studies found that TED Talks videos are beneficial in improving the students’ public speaking skills. However, we still do not know how the students’ experiences on how they make use of TED (Technology, Entertainment, and Design) Talks to learn public speaking in both verbal and nonverbal aspects. To address it, this research aims to investigate the English Department students’ experiences of how they use of TED Talks videos for learning Public Speaking, and also what public speaking aspects that they learned by using it. This research targeted 2018, 2019, and 2020 cohort students in the English Department of one of the universities in Surabaya. Through the combination of quantitative and qualitative methods, this research found that the students’ perceived exciting experiences when they use TED Talks videos for learning public speaking. They also admitted that there were many aspects of public speaking can be learned from the videos. Upon watching TED Talks videos, the students tried to imitate and practice what they have watched to make their public speaking better. Keywords: TED Talks Videos, Public Speaking, English Department students, Experiences
The Correlation between the Use of Automated Writing Evaluation and the Level of Writing Anxiety in Argumentative Writing Class
RETAIN Vol 10 No 01 (2022)
Publisher : RETAIN

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Abstract

This present study aims to explore the level and the types of writing anxiety among the students, along with the use of AWE in argumentative writing class. This study also examined the correlation between the use of Automated Writing Evaluation (AWE) and students’ writing anxiety. The Second Language Writing Anxiety Inventory (SLWAI) and the questionnaire about the use of AWE were employed on 40 students majoring in English Language Education at a university in Surabaya. The result of this study showed that 29 students (72%) at a moderate level of writing anxiety, 8 students (20%) at a low level of writing anxiety, and 3 students (8%) at a high level of writing anxiety. Furthermore, there are 35 students (88%) who have a high level of the use of AWE, 5 students (12%) have a moderate level of the use of AWE, and there are no students who have a low level of the use of AWE. This study also reported there is no correlation between the level of students’ writing anxiety and the use of AWE during argumentative writing class with p-value = 0.136 and r = 0.240. Keywords: Writing Anxiety, Automated Writing Evaluation, Argumentative Writing.
The Use Of Digital Storytelling To Enhance The Students Speaking Ability
RETAIN Vol 10 No 01 (2022)
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Abstract

This study aimed to identify whether digital storytelling can enhance students' speaking ability in learning English. The research was conducted using a descriptive quantitative method of the pre-test and post-test control group design for 8th-grade junior high school students at one of the private Junior High Schools in Surabaya, Indonesia. A total of 40 students divided equally into the control and experimental groups participated in this study. Students included in the experimental group were given treatment by learning English using digital storytelling, while students in the control group are not given this treatment. The instrument used to collect the data are speaking test and analyzed with descriptive analysis. The results of statistical analysis of the pre-test and post-test scores conducted on the two groups of students indicate a significant difference in the post-test results of the two groups. The average score of the group of students who were not given treatment only increased by 17.02%, while the group of students who received treatment increased by 26.79%. The independent samples t test results using the Mann-Whitney method at a significance level of 95% (α = 0.05) also showed that the t value was 109.500 < t table 127.000 and the p-value was 0.009 < 0.05. This means that there is a significant difference in post-test results between the group that was given the treatment of digital storytelling and the group that was not given the treatment, thereby the researcher can conclude that digital storytelling can enhance students' speaking ability in learning English. Keywords: speaking ability, English language, digital storytelling, students.

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