cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Him'mawan Adi Nugroho
Contact Email
himmwannugroho@unesa.ac.id
Phone
+6281334244887
Journal Mail Official
evarahmawati@unesa.ac.id
Editorial Address
English Department, Faculty of Languages and Arts, Universitas Negeri Surabaya Building T4, 2nd floor, Kampus Lidah Wetan, Universitas Negeri Surabaya, Surabaya, Indonesia
Location
Kota surabaya,
Jawa timur
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 27 Documents
 1   2   3 
Search results for , issue "Vol 8 No 1 (2020)" : 27 Documents clear
The Influence of Teacher’s Questioning On Classroom Interaction in Intensive Reading Classroom
RETAIN Vol 8 No 1 (2020)
Publisher : RETAIN

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Abstrak Penelitian ini bertujuan untuk meniliti seberapa jauh pengaruh pertanyaan guru terhadap interaksi kelas di kelas membaca intensif. Penelitian ini menggunakan pendekatan kualitatif. Adapun subjek dari studi ini adalah satu guru yang mengajar kelas membaca intensif dan siswa di kelas membaca intensif. Data utama dari studi ini berupa pertanyaan guru beserta interaksi yang terjadi antara guru dan siswa secara individu, guru dan kelompok siswa, serta interaksi antara siswa dan kelompok siswa. Hasil dari penelitian ini menunjukkan bahwa jenis pertanyaan guru tingkat rendah dan tinggi sangat berpengaruh terhadap interaksi di dalam kelas. Jenis pertanyaan tersebut dapat menambah interaksi antara guru dengan seluruh siswa, guru dengan siswa secara individu, dan siswa dengan kelompok siswa. Demikian dapat disimpulkan bahwa pertanyaan guru berperan penting dan berpengaruh didalam proses pembelajaran didalam kelas membaca intensif. Kata Kunci: Pertanyaan Guru, Membaca Intensif, Interaksi Kelas.. Abstract Teaching This study aimed to investigate the extent of the influence of teacher’s questioning on classroom interaction in intensive reading classroom. This study used qualitative as the research design. The subjects of the study were a teacher who teaches reading and students in intensive reading classroom. The main data were teacher’s questioning types and the interaction between teacher to a student, teacher to whole students, and student to students. It collected through observation in intensive reading classroom. The result of the study showed that both lower and higher cognitive questions can strongly influence classroom interaction. Those questions can strengthen the interaction between teacher to whole students, teacher to a student and student to students. Therefore, it can be concluded that both of teacher’s questioning played a great role and impacted the teaching and learning process in intensive reading classroom. Keywords: Teacher’s Questioning, Intensive Reading, Classroom Interaction.
The Implementation of Folktales Picture Series as a Visual Media in Teaching Speaking of Narrative Text for Tenth Graders
RETAIN Vol 8 No 1 (2020)
Publisher : RETAIN

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Abstrak Gambar seri cerita rakyat adalah bagian dari media visual yang bisa digunakan dalam mengajar naratif teks. Dalam pembelajaran naratif teks siswa sebagian besar diminta untuk menceritakan sebuah cerita, itulah mengapa dalam hal ini penting bagi siswa untuk mengoeganisasi cerita mereka. Dengan demikian, dalam penelitian ini, peneliti akan mendeskripsikan cara guru dalam menggunakan gambar berseri cerita rakyat dalam mengajar berbicara teks naratif, masalah yang dihadapi dan cara mengatasi masalah tersebut. Peneliti melaksanakan penelitian dengan menggunakan penelitian kualitatif. Penelitian ini diambil di SMAN 1 Badegan. Untuk subjek penelitiannya adalah guru dan siswa. Instrumen penelitiannya yakni catatan observasi lapangan dan interview. Selain itu, dalam menganalisis data, data tersebut disusun dan dibiasakan, dikorekan dan direduksi, dan ditafsirkan kemudian direpresentasikan. Hasil dari penelitian menunjukkan bahwa dalam penggunaan gambar seri cerita rakyat ada tiga tahap dalam mengimplementasikan media ini. Tahapan tersebut ialah pre activity, whilst activity dan post activity. Disisi lain, terdapat beberapa hambatan yang terjadi seperti gambar yang membingungkan, gambar yang tidak jelas, dan terlalu banyak gambar. Cara mengatasinya , guru memoertimbangkan gambar yang sesuai denga kriteria dalam pemilihan gambar, lalu mendistribusikan gambar berwarna dan memilih untuk menggunakan LCD proyektor untuk menampilkan gambar. Dengan demikian, peneliti menyarankan kepada guru bahasa Inggris untuk lebih memperhatikan dalam hal menyiapkan dan menyeleksi media. Selain itu, untuk peneliti selanjutnya, mereka harus mengeksplor penggunaan media ini dengan cara yang lain. Kata Kunci: Gambar seri cerita rakyat, Media visual, Mengajar Berbicara, Naratif teks Abstract Folktales picture series is part of visual media that can be used in teaching speaking narrative text. In learning narrative text students are mostly asked to tell a story, that is why it is important for students to organize their story. Thus in this study, the researcher will describe the way how teacher use folktales picture series in teaching speaking of narrative text, the obstacles, and the way to overcome it. The researcher conducted this researcher by using qualitative research. The setting was taken at SMAN 1 Badegan. For the subjects of study were the teacher and the students. The research instruments were field notes observation and interview. Moreover, in analyzing the data, it was organized and familiarized, coded and reduced, and interpreted and represented. The result showed that in using folktales picture series there are three phase in implementing this media. Those phase are pre activities, whilst activities and post activities. On the other hand, there are some problems occurred such as confusing pictures, unclear pictures and too many numbers of pictures. For the way in overcoming the obstacle, teacher considered pictures that was suitable with criteria in selecting the pictures, distributed full color picture to each student and preferred to use LCD projectors in showing the pictures. Thus the researcher suggests to the English teacher to be more pay attention in selecting and preparing the media. Besides, for further researchers, they must explore the use of this media in different way. Keywords: Folktales Picture Series, Visual Media, Teaching Speaking, Narrative Text
The Effectiveness of Monopoly Game as Media to Enhance 10th Graders Speaking in Descriptive Text
RETAIN Vol 8 No 1 (2020)
Publisher : RETAIN

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Abstrak Keterampilan berbicara adalah salah satu keterampilan berbahasa yang penting yang harus dikuasai oleh siswa. Itu karena keterampilan berbicara adalah keterampilan produktif yang di mana siswa harus berkomunikasi dalam bahasa Inggris secara lisan. Namun, ada beberapa masalah dalam pengajaran dan pembelajaran berbicara, seperti siswa bersikap pasif dan tidak memiliki motivasi untuk belajar, siswa kurang komunikatif dalam kelas, guru jarang menggunakan media di kelas, dll. Dengan demikian, penelitian ini bertujuan untuk mengetahui pengaruh permainan monopoli terhadap keterampilan berbicara siswa kelas sepuluh. Penelitian ini adalah penelitian eksperimental yang menggunakan quasi-eksperimental desain. Semua siswa kelas sepuluh dari salah satu sekolah islam di Surabaya sebagai populasi, sementara itu 63 siswa sebagai sampel dalam penelitian ini. 32 siswa dari kelas X SOCIAL 1 sebagai grup eksperimen dan 31 siswa dari kelas X SOCIAL 3 sebagai grup kontrol. Tes lisan sebagai instrumen penelitian, yaitu pre-test dan post-test. Hasil dari kedua tes tersebut adalah data dari penelitian ini yang dianalisis dengan menggunakan Mann-Whitney U Test untuk mengukur tingkat signifikasi dari hasil kedua tes. Hal itu karena hasil tes tidak terdistribusi normal. Hasil tes menunjukkan bahwa Asymp. Sig. (2-tailed) dari tes ini adalah .000 yang dimana kurang dari 0,050. Ini menunjukkan bahwa ada perbedaan yang signifikan antara grup kontrol dan grup eksperimen. Selain itu, terdapat perbedaan yang signifikan dari nilai rata-rata yaitu 42,34 dari grup eksperimen, sedangkan 21,32 dari grup kontrol. Dapat disimpulkan bahwa ada perbedaan yang signifikan dalam penggunaan permainan monopoli keterampilan berbicara siswa kelas sepuluh. Permainan ini memberikan efek terhadap keterampilan berbicara siswa. Selain itu, the effect size dari tes adalah 0,64, yang artinya memiliki permainan ini memiliki efek besar. Dengan Singkat, permainan monopoli memberikan efek terhadap keterampilan berbicara siswa kelas sepuluh dalam teks deskriptif. Dengan demikian, peneliti merekomendasikan kepada guru Bahasa Inggris untuk menerapkan permainan monopoli dalam mengajar keterampilan berbicara dan keterampilan lainnya. Kata Kunci: Permainan Monopoli, Keterampilan Berbicara Abstract Speaking skill is one of important language skill that should be mastered by the students. It is because speaking skill is productive skill where the students must have communication in English orally. However, there are some problems in teaching and learning speaking, such as students are passive and have no motivation, students’ less communicative in class, the teacher rarely use media in class, etc. Thus, this study aims to investigate the effect of monopoly game on tenth graders’ speaking skill. This study is experimental research which apply quasi-experimental design. All tenth graders of one of Islamic school in Surabaya as the population while 63 students’ as the sample in this study. There are 32 students in X SOCIAL 1 as experimental group and 31 students in X SOCIAL 3 as control group. Oral test as research instrument which are the pre-test and post-test. The result of those tests are the data of this study which are analysed by applying the Mann-Whitney U Test in order to measure the significant level of the score. It is because the result of the tests not normally distributed. The result of the test showed that Asymp. Sig. (2-tailed) of the test is .000 which less than .050. It indicated that there is significant difference between control and experimental group. Moreover, there are significant different from mean rank score which is 42.34 from experimental group, while 21.32 from control group. It can be concluded that s there is significant difference in the use of monopoly game of tenth graders’ speaking skill. This game gives effect toward students’ speaking skill. In addition, the effect size of the test is .64, which it means it has large effect. In short, the monopoly game gives an effect toward tenth graders’ speaking skill in learning descriptive text. Thus, the researcher recommends to English teacher to apply monopoly game in teaching speaking and other skill. Keywords: Monopoly Game, Speaking Skill
Exploring the Learner Engagement of Indonesia Senior High School Students in EFL Classroom
RETAIN Vol 8 No 1 (2020)
Publisher : RETAIN

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Abstrak Keterlibatan siswa secara signifikan berhubungan dengan hasil akademik siswa, motifasi, penyelesaian tugas, kehadiran di sekolah dan tingkat drop-out. Terlebih lagi, di Indonesia, pembelajaran bahasa Inggris sebagai bahasa asing dipandang kurang penting untuk ditinjau dibanding mata pelajaran Matematika dan Ilmu Pengetahuan Alam. Karena itu, tujuan dari penelitian ini adalah untuk mengeksplorasi tipe keterlibatan siswa di kelas bahasa Inggris sebagai bahasa asing (EFL) dan faktor-faktor yang memengaruhi keterlibatan siswa. Penelitian ini dilakukan secara kualitatif pada siswa kelas sepuluh di salah satu sekolah menengah atas di Mojokerto, Indonesia. Untuk pengumpulan data, enam siswa dipilih berdasarkan rekomendasi dari guru kelas. Data dianalisis melalui beberapa tahap berikut; penataan dan persiapan, seleksi data, interprestasi dan deskripsi. Hasil penelitian menunjukkan tiga tipe keterlibatan siswa yang ditunjukkan selama kelas bahasa Inggris. Hampir seluruh partisipan dalam penelitian ini terlibat dalam aktivitas kelas, sedangkan beberapa dari mereka menunjukkan sebaliknya. Karenanya, temuan kedua menunjukkan faktor yang memengaruhi hal tersebut. Implikasi dari temuan ini didiskusikan dengan saran dan penelitian lebih lanjut.Kata kunci: keterlibatan siswa, bahasa Inggris sebagai bahasa asing (EFL).AbstractStudents engagement significantly related to students academic achievement or academic outcomes, their motivation, task completion, school retention and levels of drop out. Moreover, in Indonesia, English as foreign language considered has less importance to be learned than math and science. Therefore, the aims of this study are to describe what kind of engagement that the students demonstrate in EFL classroom and the factors that influence students engagement in class. This research was conducted qualitatively on tenth graders in one of senior high school in Mojokerto, Indonesia. For the data collection, four students were chosen based on the teacher’s recommendation. The data were analyzed through these steps; organizing and preparing, coding and reducing, interpreting and representing. The result of this study showed three kind of students engagement that the students demonstrated during classroom activities; behavioral engagement, cognitive engagement, and emotional engagement. Most of all participants in this study engaged in classroom activities while some of them sometimes acted disengaged. Therefore, the second finding showed factors that influenced their engagement in classroom. The implications of these findings are discussed together with suggestions and further research. Keywords: student engagement, English as a foreign language (EFL)
THE EFFECT OF EXTERNAL FACTORS’ OF SELF-EFFICACY TOWARDS STUDENTS’ PERFORMANCE IN PUBLIC SPEAKING EXTRACURRICULAR IN SENIOR HIGH SCHOOL
RETAIN Vol 8 No 1 (2020)
Publisher : RETAIN

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Abstrak Kepercayaan diri adalah faktor utama untuk memulai tindakan apa pun, terutama untuk berbicara dalam pembelajaran EFL. Berbicara adalah tempat eksklusif untuk komunikasi yang efektif di antara keterampilan bahasa, dan kepercayaan diri adalah salah satu aspek psikologis yang mempengaruhi keberhasilan siswa dalam menguasai keterampilan. Karenanya inilah alasan utama mengapa siswa diharapkan memiliki keterampilan yang baik dalam berbicara di depan umum. Penelitian ini bertujuan untuk mengetahui bagaimana kepercayaan diri siswa dalam berbicara di depan umum, apa saja faktor eksternal yang mempengaruhi kepercayaan diri siswa dalam berbicara di depan umum dan bagaimana mereka mempertahankan efikasi diri mereka dalam berbicara di depan umum. Penelitian ini dirancang menggunakan kualitatif untuk 15 siswa kelas sepuluh sekolah negeri di Surabaya yang mengikuti kegiatan ekstrakurikuler berbicara di depan umum. Rubrik penilaian bahasa lisan holistik, wawancara dan catatan lapangan digunakan oleh peneliti sebagai instrumen. Hasil penelitian menunjukkan bahwa sebagian besar siswa yang berbicara di depan umum memiliki tingkat kepercayaan diri yang tinggi saat melakukan berbicara di depan umum. Peneliti menemukan faktor eksternal yang mempengaruhi kepercayaan diri siswa. Yakni; pengalaman penguasaan, pengalaman orang lain dan keadaan fisiologis. Hasil akhir dari penelitian menunjukkan bahwa pengaruh faktor eksternal efikais diri siswa mempengaruhi kinerja siswa. Kata kunci: efikasi diri, factor eksternal efikasi diri, berbicara di depan umum Abstract Self-efficacy is a prominent factor to start any action, particularly to speak in EFL learning. Speaking is an exclusive place for effective communication among language skills, and self-efficacy is one of the psychological aspects which affecting the success of students in mastering the skill. Hence this is the main reason why students are expected to have good skills in public speaking. This research aims to find out how are the students’ self-efficacy in public speaking, what are the external factors of students’ self-efficacy that affecting students’ speaking performance in public speaking and how they maintain their self-efficacy in public speaking. This research was designed using qualitative to 15 students tenth graders of a government school in Surabaya who joined public speaking extracurricular. A holistic oral language scoring rubrics, interview and field notes were used by the researcher as the instruments. The result showed that most of public speaking students’ have a high level of self-efficacy while performing in public speaking. The researcher found the external factors which affecting students’ self-efficacy. Those are; mastery experience, vicarious experience and physiological states. The final showed that the effect of external factors of students self-efficacy is affecting the students’ performance. Keywords: self-efficacy, the external factors of self-efficacy, public speaking
The Implementation of Using Quick Response Codes in Listening Comprehension for Senior High School
RETAIN Vol 8 No 1 (2020)
Publisher : RETAIN

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Listening is an active activity because their brain is working to catch the information and understand what the speaker is saying. However, teaching listening is not easy. To overcome this problem, mobile learning (m-learning) as a tool of mobile technology can be used for media of learning listening. QR Codes is one of the m-learning media that can be used for it. Meanwhile, the objective of this study are to describe the implementation of using QR Codes in listening comprehension and the student’s response during the implementation of using QR Codes as a media in listening. This study was applied to the tenth grades of Senir High School and cinducted in qualitative research design. The instruments used to collect the data are observation field note and the answer to the questionnaire given to them. Based on the data, the result of this study shows the implementation of using QR Codes in learning is appropriate to increase the students’ willingness to learn listening. Keywords: listening, learning media, mobile learning (m-learning), Quick Response Codes (QR codes) Medengarkan adalah sebuah aktivitas aktif karena otak mereka akan bekerja untuk menangkap informasi yang mereka dengarkan dan memahami apa yang pembicara katakan. Akan tetapi, mengajar mendengarkan itu tidak mudah. Untuk mengatasi masalah ini, pembelajaran seluler (m-learning)sebagai alat teknologi seluler bisa digunakan untuk media belajar mendengaran. QR Codes adalah salah satu media pembelajaran seluler yang bisa digunakan untuk belajar mendengarkan. Sementara itu, tujuan dari penelitian ini adalah untuk mendeskripsikan penerapan penggunaan QR Codes dalam pemahaman mendengarkan dan respon siswa selama penerapan penggunaan QR Codes sebagai media untuk mendengarkan. Penelitian ini diterapkan di kelas X SMA dengan desain penelitian kualitatif. Peneliti melakukan pengamatan dan memberikan kuisioner kepada siswa. Instrumen yang digunakan untuk mengumpulkan data adalah catatan observasi dan jawaban kuisioner yang diberikan kepada siswa. Berdasarkan data yang diperoleh, hasil dari penelitian ini menunjukkan penerapan penggunaan QR Codes dalam pembelajaran mendengarkan sesuai untuk meningkatkan minat belajar mendengarkan siswa.Kata Kunci: mendengarkan, media belajar, pembelajaran seluler (m-learning), Quick Response Codes 
Students’ Cohesion Used by Eleventh Graders in Writing Report Text
RETAIN Vol 8 No 1 (2020)
Publisher : RETAIN

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Abstract One of the hardest skills in English is writing. Students need time for being able to write well. Because writing is a composition with many principles in it. There are some components in writing in order to make a well composition. One of the components is cohesion and it needs cohesive devices to fulfil. Cohesive devices have four components, they are conjunctions, definite article, personal pronouns, and demonstrative pronouns. The aim of this research is to know how the students of eleventh grade use cohesive devices in their writing report text. This research uses qualitative as the research design and explains descriptively. The research takes place in SMAN 1 Kediri and the students of eleventh grade as the subject of the study. The researcher does document analysis by analysing students’ writing by looking at the cohesive devices that are used. The data are analysed by reducing data, displaying data, and making conclusion. The result is the students of eleventh grade used cohesive devices n their writing report text quite well. Most of them used all cohesive devices to make their writing looks good. Although, one component of cohesive devices was used a little by the students, their writing still consists one or two of it. Finally, the students use cohesive devices in their writing report text although the teacher did not explain about it.
An Analysis of Reading Material in English Textbook for Eleventh Graders Published by Ministry of Education and Culture
RETAIN Vol 8 No 1 (2020)
Publisher : RETAIN

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

ABSTRACT This study is aimed to describe and indentify the reading materials and text genres presented in the English textbook for eleventh graders published by Ministry of Education and culture, in order to know whether they conform to the syllabus of 2013 Curriculum or not in terms of content analysis by BSNP. The data were gained from the reading material presented in the textboook “Bahasa Inggris”. The data were analyzed using the adapted develped checklist from Hartono (2006) and Bloom’s taxonomy. The descriptive qualitative is designed for this study. Based on the results of the study gained, the researcher concludes; 1) there are five reading materials found in the textbook. They conform to the basic competence and indicators of 2013 Curriculum hence, some indicators are unfullfiled yet. 2) there are four text genres found in the textbook, those are; formal invitation, analytical exposition, personal letter, and explanation. They are suitable with the syllabus of 2013 Curriculum. Keywords: Reading Materials, Genre Analysis, Textbook, 2013 Curriculum
THE USE OF “MISS PEREGRINE’S HOME: FOR PECULIAR CHILDREN” MOVIE AS A MEDIA TO TEACH WRITING RECOUNT TEXT IN TENTH-GRADE STUDENTS
RETAIN Vol 8 No 1 (2020)
Publisher : RETAIN

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The aim of this article is to know how movie is used in teaching writing and to find out the students’ opinion about the use of movie in learning to write a recount text. Writing skill has become one of important role in English language. Unfortunately, teachers still use a conventional method in some areas. In the learning activity, media is divided into three kinds, those are; visual media, audio media and audio visual media. The teacher should offer interesting media to attract the learner’s attention. By using the movie, it is expected that the learners will pay attention to the teacher and the lesson. This research was done qualitatively using case study. This study was conducted in classroom. The subject of this study was a teacher of a senior high school in Gresik and her tenth grade students. The data were collected through observation and interview by using field note and questionnaire as the research instruments. The result of this study showed that there are three steps of implementation of movie as a media to teach recount text namely previewing, viewing, and post viewing. Besides, the result also showed that according to the questionnaire, the students stated that the use of movie could help the student’s learn to write a recount text.
The Implementation of Project-based Learning
RETAIN Vol 8 No 1 (2020)
Publisher : RETAIN

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The aim of this article is to know the implementation of Project-based learning. One of requirements that is needed to be achieved by English learner is to be able to speak in a target language. Nevertheless, even the students have already learnt English since in the elementary school, it cannot grant them to speak fluently. It is because, the teaching learning process emphasizes reading skill rather than speaking. As a result, students are not accustomed to speak in a target language. They never practice and correct their mistake. Since there is no mistake corrected, they will never realize which parts of their utterance that must be fixed. Therefore, this issue needs to be concerned. The students need to be trained to speak in a target language thus they can communicate both written and oral using a proper English. One of possible methods that can be used by the teacher is Project-based Learning. Project-Based learning refers to a model that organizes learning around project. The students are required to create a project which will be demonstrated at the end of the lesson. This research used qualitative design. This study was conducted in classroom. The subject of this study was a teacher of senior high school in a big city. The data were collected through observation by using field note. After the data were collected, they were analyzed through three steps which are transcribing, categorizing, and interpreting. The result of this study showed that there are six steps of implementation of Project-based learning namely giving essential question, designing a plan for a project, creating a schedule, monitoring the students and progress of the project, assessing the outcome, and culminating in the evaluating experience.

Page 2 of 3 | Total Record : 27

 1   2   3 

Filter by Year

2020 2020


Reset
Filter By Issues
All Issue Vol. 13 No. 03 (2025) Vol. 13 No. 02 (2025) Vol. 13 No. 01 (2025) Vol. 12 No. 03 (2024) Vol. 12 No. 02 (2024) Vol. 12 No. 01 (2024) Vol. 11 No. 03 (2023) Vol 11 No 02 (2023) Vol. 11 No. 01 (2023) Vol 11 No 01 (2023) Vol. 10 No. 02 (2022) Vol 10 No 02 (2022) Vol. 10 No. 01 (2022) Vol 10 No 01 (2022) Vol 9 No 03 (2021) Vol 9 No 2 (2021) Vol 9 No 1 (2021) Vol 8 No 4 (2020) Vol 8 No 3 (2020) Vol 8 No 2 (2020) Vol 8 No 1 (2020) Vol 7 No 4 (2019) Vol 7 No 3 (2019) Vol 7 No 2 (2019) Vol 7 No 1 (2019) Vol 6 No 3 (2018) Vol 6 No 2 (2018) Vol 5 No 3 (2017): Volume 5 nomor 3 (2017) Vol 5 No 2 (2017): Volume 5 nomor 2 (2017) Vol 6 No 1 (2018) Vol 5 No 1 (2017): Volume 5 nomor 1 (2017) Vol 4 No 3 (2016): Vol 4 Nomer 3 (2016) Vol 4 No 2 (2016): Vol 4 Nomer 2 (2016 Vol 4 No 1 (2016) Vol 1 No 1 (2016): jan-april Vol 3 No 2 (2015): Volume 3, nomor 2, Mei-Agustus 2015 Vol 3 No 1 (2015): Volume 3, Nomor 1, Januari-April 2015 Vol 3 No 3 (2015) Vol 2 No 3 (2014): volume 2, Nomor 3, September-Desember 2014 Vol 2 No 2 (2014): Volume 2 No 2 2014 Vol 2 No 3 (2014): Volume 2 edisi Yudisium Agustus 2014 Vol 2 No 1 (2014): Volume 2, Nomor1, Januari - April 2014 Vol 1 No 3 (2013): Volume 1, nomor 3, September-Desember 2013 Vol 1 No 2 (2013): Volume 1, Nomor 2, Mei-Agustus 2013 Vol 1 No 1 (2013) More Issue