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<![CDATA[STUDENT’S PERCEPTION TOWARD CAPTIONED MOVIE AS LEARNING STRATEGY IN ENGLISH PRONUNCIATION CLASS ]]>
<![CDATA[ RETAIN Vol 11 No 02 (2023) ]]>
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<![CDATA[Pronunciation is one of the crucial elements in the language framework that supports proper interaction. However, several researchers have discussed the challenges of teaching and learning pronunciation, especially for ESL learners. Teachers must provide effective learning strategies for students to follow the latest English standards. The goal of this achievement is that students can overcome communication barriers in using the English language. This study aims to determine students' perceptions of a specific strategy that involves audio-visual media to enhance students' achievement in pronunciation class. The audio-visual media used in this research is an original English movie with an English caption provided. The subject of this study involved 30 students from grade 9 in a particular junior high school. The research data was taken using a Likert scale questionnaire. The data show positive results on students' perception of using audio-visual media called "captioned movie" as a learning strategy in pronunciation class. After collecting data, the findings are presented in words as qualitative research. Most respondents claimed that this strategy is joyous and preferable to be applied in pronunciation class since it may decrease their pressure on learning English. Mainly, they pointed out the benefit of implementing this strategy, widening their word knowledge and enriching their vocabulary. Therefore, the researcher argues that providing an authentic subtitled movie to stimulate students' word recognition is suitable for pronunciation classes. However, the researcher suggests applying these techniques only occasionally because it may reduce learning effectiveness.]]>
<![CDATA[HIGHER ORDER THINKING SKILL QUESTIONS IN READING COMPREHENSION EXERCISE OF “WHEN ENGLISH RINGS A BELL” TEXTBOOK ]]>
<![CDATA[ RETAIN Vol 11 No 02 (2023) ]]>
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<![CDATA[The objective of this study were to analyze and identify the reading comprehension questions using tree level of higher order thinking skill (HOTS) of Bloom’s taxonomy revised in the English textbook “When English Rings a Bell” 8th grades of junior high school namely analyzing level (C4), evaluating level (C5), and creating level (C6) and classify the reading comprehension hots into four knowledge dimension. Using content analysis and descriptive qualitative method, this research explored the questions in the activities of reading comprehension to identify which reading comprehension questions regarding involvement in higher order thinking skill. The result of the research analysis showed that 41 HOTS question in reading comprehension exercises were found in the textbook, and the most dominant HOTS questions was analyzing level 48 reading questions, followed by evaluating level 13 questions and creating level only 8 reading questions. Furthermore, the result found that the most used knowledge dimension in reading questions was conceptual knowledge 29 questions.]]>
<![CDATA[ONLINE LEARNING READINESS AND STUDENT STUDY SATISFACTION IN ENGLISH WRITING CLASS DURING THE PANDEMIC ]]>
<![CDATA[ RETAIN Vol 11 No 02 (2023) ]]>
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<![CDATA[This article reports the result of a correlation between online learning readiness and students' study satisfaction and those influences on writing online learning as the success predictor of the students in the pandemic. The participants (n = 30) are 8th-semester students enrolled in writing courses during the pandemic. Students are experienced using various (online) learning platforms to link the learning process. For more reliable data, this research used survey and follow-up interviews to gain in-depth data related to the relation between online learning readiness and students’ study satisfaction as the success predictors of students' who took writing courses during a pandemic. They were asked about their perception of having writing during the pandemic to investigate their OLR and study satisfaction. The results indicated that OLR and SSS are almost significantly related specifically between; students’ study satisfaction and self-directed learning [ r-table .374 > r-count .271], students’ study satisfaction and learner control [r-table .374 > r-count .603] and between students’ study satisfaction and motivation [ r-table .374 > r-count .617]. However, there are no correlation between; students' study satisfaction and computer and internet self-efficacy [ r-table .374 > r-count .271]; and students' study satisfaction and online communication self-efficacy [ r-table .374 > r-count .286]. The interview resulted different opinions between students with high and low scores. Student with high scores students’ study satisfaction stated that OLR is more important than study satisfaction. While student with low scores students’ study satisfaction stated that students' study satisfaction is more important than OLR because it indicates the success of the course program. Keywords: Online learning readiness, study satisfaction, pandemic, writing skill.]]>
<![CDATA[A Study of Unity and Coherence in Indonesian Secondary School Students’ Writing ]]>
<![CDATA[ RETAIN Vol 11 No 02 (2023) ]]>
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<![CDATA[This research is aimed to investigate secondary school students’ performance in using unity and coherence in paragraph writing as well as to explore writing issues they might face during writing process. The data for analysis were writing samples and interview results from 10 East Java secondary school students who participated in this study. Students were given a link to Google Form where they must submit their writing about “culture” within 24 hours, then they were interviewed the next day to find out writing problems they might encounter during writing. Findings showed that the students wrote texts with good unity and coherence albeit minor mistakes they produced. As for writing issues, the students mentioned grammatical, choosing the correct and suitable vocabulary, misspelling, as well as structure and organization.]]>
<![CDATA[The Effectiveness of Padlet as an Instructional Media to Improve Students' Performance in Writing Descriptive Text ]]>
<![CDATA[Sri Wahyuni]]>
<![CDATA[ RETAIN : Journal of Research in English Language Teaching Vol 11 No 02 (2023) ]]>
Publisher : <![CDATA[Universitas Negeri Surabaya ]]>
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<![CDATA[Writing is a difficult skill in learning English. To assist students in improving their performance in writing skills, teachers must be creative and innovative. In 21st-century learning, involving technology can support the learning process. One type of technology that can assist the learning process is Padlet. This study focuses on the effectiveness of Padlet as an instructional media to assist students in improving their abilities when writing descriptive texts. This study aims to determine the effectiveness of using Padlet as an instructional media to improve student performance in writing descriptive texts. This research was conducted in one of the junior high schools in Surabaya. The researcher chose 60 students from grade 7 as the subject of this research. This research is an experimental quantitative research. There are two classes to be studied: class 7H as the control class and class 7G as the experimental class, each class consists of 30 students. The experimental group will be taught using Padlet media, while the control group will be taught using conventional media. This study uses research measuring instruments in the form of pre-test and post-test. The data from this study will be analyzed using SPSS with the Independent Sample T-Test formula. The results showed that Padlet effectively improved students' performance in writing descriptive text. Keywords: Instructional Media, Padlet, Descriptive Text]]>
<![CDATA[STUDENTS' PERCEPTIONS ON CHALLENGES OF THE USE OF ZOOM AND WHATSAPP AS SYNCHRONOUS AND ASYNCHRONOUS ONLINE LEARNING PLATFORMS IN SENIOR HIGH SCHOOL ]]>
<![CDATA[ RETAIN Vol 11 No 02 (2023) ]]>
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<![CDATA[The COVID-19 pandemic made educational institutions apply online learning. A combination of two models of online learning is used, combining both synchronous and asynchronous learning. Zoom and WhatsApp are the popular online learning platforms to use in the teaching-learning process. This study aimed to investigate the perception of students towards the challenges of using Zoom and WhatsApp as the online learning platforms in order to support the online English teaching-learning process. A descriptive qualitative method was done and 32 senior high school students from SMA Dharma Wanita Surabaya participated. Open-ended and close-ended questionnaires were chosen as data collection methods, and the data were examined using flow model Miles and Huberman. The study reveals that using Zoom and WhatsApp as online learning platforms helped students in practicing English during the pandemic era, made teaching-learning process more effective and interactive, and facilitated interaction and communication between teacher and students. In addition, the features provided by Zoom and WhatsApp are very helpful and useful for students in learning English, especially in emphasizing reading skills. Even so, the use of Zoom and WhatsApp are challenging for students because of unreliable internet connection, limited internet quota, storage and space availability and unsupported digital devices.]]>
<![CDATA[The Use of Subtitled Video Implemented In Teaching Listening Comprehension at Higher Education During Pandemic: Students' Perception ]]>
<![CDATA[ RETAIN Vol 11 No 02 (2023) ]]>
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<![CDATA[This study aims to describe the application, students' perceptions and understanding towards listening to video material with or without subtitles. The participants in this study were 25 students who are taking online listening courses in their second semester at one of the universities in Surabaya. In collecting the data, the researcher used a qualitative method through learning observations using field notes and open-ended questions interviews with seven students by applying transcript data. The analysis of the data used familiarizing and organizing, coding and reducing, and interpreting and representing. The results showed that students were more likely to understand the material by using subtitles. This result is proven by the average test score of the students is 89/100 points, with the median stepping is 89/100 points and scores ranging is 69-97 points. The result of the interviews conducted with seven students, five students still referred to subtitles, and two others were able to use subtitles wisely. From the result, it can be seen that, in listening to the video, students conduct an analysis at the beginning to understand what the speaker is saying. If they think the audio material is difficult, students will prefer to use subtitles. Meanwhile, some other students chose not to use subtitles because they wanted to improve their English skills.]]>
<![CDATA[IMPROVING LISTENING SKILLS FOR JUNIOR HIGH SCHOOL USING POWTOON VIDEO ]]>
<![CDATA[ RETAIN Vol 11 No 02 (2023) ]]>
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<![CDATA[Listening is one of the basic components that may help us in learning or in our daily life. As we all know, listening skill is a crucial ability for students since it allows us to learn how to pronounce words and prepares ourselves to interact with others. The purpose of the study is to investigate whether using PowToon as an alternative media enhances students’ listening skills, and to find out students’ responses towards learning listening through PowToon as an alternative media The method used in this study is quantitative, with 30 students in grade 8th in one of the public junior high schools in Surabaya as the participants. From the answers to the questionnaire, some students thought that using PowToon videos could not help them to improve their listening skills, but students thought that learning using PowToon videos was interesting and fun. The result of this study also showed that PowToon video did not bring significance to the listening skills of junior high school students (p-value=0.34, > 0.05).]]>
<![CDATA[The Effectiveness of Cooperative Integrated Reading and Composition on Vocational High School Students' Reading Comprehension ]]>
<![CDATA[ RETAIN Vol 11 No 02 (2023) ]]>
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<![CDATA[The aims of this study are to investigate: (1) the effectiveness of the Cooperative Integrated Reading and Composition method to improve students’ reading comprehension; (2) how students’ perception of using the Cooperative Integrated Reading and Composition method to improve students’ reading comprehension. The method used is quantitative research, with tests and questionnaires to collect the data. The subject is tenth-grade students in one of the vocational high schools in Surabaya who are taken by convenience sampling. The result is analyzed by using: (1) Wilcoxon and (2) Descriptive Statistics. The result showed that: (1) there are significant differences between the pretest and posttest, p = .000 less than 0.05; (2) students believe that CIRC develops their group processing skills more than interpersonal skills. It is indicating that the treatment using the CIRC method could effectively improve students' reading comprehension and gave a positive impact on students in developing their interpersonal skills and group processing skill.]]>
<![CDATA[Teachers' Voice Of Using Crossword Puzzle Games To Improve Students' Vocabulary ]]>
<![CDATA[ RETAIN Vol 11 No 02 (2023) ]]>
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<![CDATA[Abstract One technique that can be used by teachers in the teaching and learning process to create learning that is fun and quickly understood is to use game techniques. With this technique, teachers can create comfortable classrooms for students so that students can increase their desire to learn English. One of the important things in learning English is vocabulary. Teachers can use game techniques in teaching student vocabulary to improve student vocabulary and make the learning process fun. One game that can be used by teachers to improve students' vocabulary is a crossword puzzle game. Crossword puzzles have a positive impact on students; students feel happy and interested in learning English, and students can add vocabulary according to the material at that time. The researcher wants to know the teachers’ voice of using crossword puzzles to improve students' vocabulary. This research is qualitative research with five high school teachers in Mojoagung and Mojokerto as participants. In this study, the researcher used an open-ended questionnaire using Google Forms. This study used semi-structured interviews via WhatsApp. The results of the study show that teachers can use crossword puzzle games in teaching to improve students' vocabulary. Teachers use various types of crosswords according to their needs, while the types of crosswords are oral, picture, and object crosswords. The most important thing from this research is the advantages of using crossword puzzles, which can improve students' vocabulary. Crossword puzzles have challenges when applied in teaching, and these challenges can be seen from internal and external challenges. Keywords: Teacher’s Voice, Crossword Puzzle, Vocabulary]]>
