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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 19 Documents
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Search results for , issue "Vol 8 No 2 (2020)" : 19 Documents clear
USING INSTAGRAM AS A MEDIUM IN WRITING ACTIVITY: DID IT IMPROVE STUDENTS’ WRITING QUALITY?
RETAIN Vol 8 No 2 (2020)
Publisher : RETAIN

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Abstract

Within the fields of education, the emergence of technology and social media has brought innovation and one of these is language. In real life, students rely not only on academic and social-life digital devices such as computers, ipads, and smartphones, but also on social media. It is presumed that the implementation of social networking sites (SNS) such as the Instagram app into the classroom would have several beneficial impacts on students, especially in the English writing class. Most students claim that writing, because of its complexity, is the most challenging skill to master. Therefore, this study aims to find out Instagram's impact on the eighth grade students in their writing efficiency. This analysis had been planned by quantitative research. Applying non-randomized sampling, this study involved two groups that were; the category of experiments and controls. There were 37 experimental group students in participation, meanwhile 27 control group students were involved. During the treament, the researcher used Instagram as a medium in writing tasks, while the control group was being taught conventionally. The research instruments were paper-based test and writing rubric assessment. The data was derived from the analyses of pre-test and post-test. Therefore the researcher used T-test calculation to calculate the results. As a result, the post-test based on paper revealed that the experimental group had a mean score of 76; while the control group was 76.74 higher. On the other hand, post-test significance level (p-value) was below 0.05, resulted in 0.000. In short, it can be presumed that Instagram can affect the writing quality of the students. Keywords: Instagram, writing skills, writing quality. 
The Use of Duolingo Application to Enhance English Vocabulary of Junior High School
RETAIN Vol 8 No 2 (2020)
Publisher : RETAIN

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Abstract

Teaching vocabulary is demanding in the context of English as a foreign language (EFL). EFL learners often forget words easily due to a lack of target language input, and most words are learned through classroom instruction, which often leads to boredom. Thus, such works suggest the urge for a more effective approach to vocabulary teaching for EFL learners. This study explores the use of MALL application; Duolingo to enhance student’s knowledge and interest in learning English vocabulary through mobile technologies. Quasi-experimental study was tested to seventh-grader with two group sample experimental and control that each group consist of 17 students. The research instruments used was a test that collected from pre-test and post-test score. Then, the data were analyzed using t-test calculation of SPSS 20 to identify its vocabulary improvement from each group. The results indicate a positive as the calculation of significance level (p-value) from experimental post-test scores is .000. It is lower than .05, which means there is a significant difference in experimental group after given a treatment. In addition, the experimental group got a higher average score of the post-test which is 87.94 than the control group which is 75.52. In conclusion, Duolingo can be believed to be a gamified language learning app that can develop vocabulary skills of the seventh grade.
EFL Students’ Self-Regulated Learning Strategies and Academic Writing Performance: An Overview
RETAIN Vol 8 No 2 (2020)
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Abstract

Abstrak Pengaturan mandiri telah menarik banyak perhatian dalam pembelajaran bahasa inggris sebagai bahasa asing. Telah diakui sebagai strategi, strategi belajar mandiri, menjadi bagian penting dalam pembelajaran Bahasa Inggris sebagai bahasa asing. Komponen strategi belajar yang diatur sendiri sebagai kontibutor independen terhadap kinerja tugas keterampilan bahasa tertentu seperti menulish telah banyak didokumentasikan. Penelitian telah membuktikan bahwa strategi belajar yang diatur sendiri sebagai alat yang memberikan asisten penting bagi kinerja menulis peserta didik. Selama proses penulisan, SRL akan mengaktifkan dan mempertahankan aspek, kognitif, metakognitif, dan perilaku sosial siswa. Strategi belajar yang diatur sendiri juga merupakan prediksi yang kuat untuk keberhasilan kinerja menulis siswa. Oleh karena itu, makalah ini berupaya untuk memberikan paparan tentang  hubungan antara strategi belajar yang diatur sendiri dan kinerja menulis peserta didik apakah itu dapat mengarahkan mereka atau tidak. Saran untu penelitian di masa depan dan guru Bahasa Inggris atau dosen tentang bagaimana strategi belajar mandiri berinteraksi dengan kinerja siswa juga akan disediakan. Kata kunci: strategi belajar yang diatur sendiri, Bahasa Ingris sebagai bahasa asing, kinerja penulisan, pendidikan tinggi. Abstract Self regulatory strategies have attracted much attention in the field of language learning. Has been acknowledged as a strategy, self regulated learning strategies, becomes a sufficient tool in the learning of English as foreign language. The components of self regulated learning strategies as an independent contributor to task performance of certain language skills such as writing has been widely documented. Recent studies have proven that self regulated learning strategies manifest itself as a tool in which gives significant assistant for learners’ writing performance. During the process of writing, the SRLs will activate and sustain the students’ cognition, meta cognition, and socio behavioral aspects. SRLs also stand as a strong predictive to the success of students’ writing performance. Therefore, this paper attempts to provide an exposé of the relation between self regulated learning strategies and learners’ writing performance whether it can direct their performance or not. Suggestions for future research and English teacher or lecturer about how the components of SRLs interact with EFL’ writing performance will also be provided.   Keywords: SRL strategies, EFL, writing performance, higher education.
AN OVERVIEW OF SELF-REGULATED LEARNING STRATEGY IN CRITICAL READING FOR UNIVERSITY STUDENTS
RETAIN Vol 8 No 2 (2020)
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Abstract

University students are the learners in the higher level of education. It makes them be independent learners and have more responsibility to be successful learners which regulated by themselves. Since, they are independent learners, they have an authority to set their own goals, deciding suitable strategies to be used, controlling the strategies they are used, evaluating whether the strategies are effective or not, dealing with their emotion, environment, and motivation. The regulation of those strategies can be called as self-regulated learning strategy. However, the strategies used in SRL are different from one student to another. That is why the term of the successful learners and less successful learners occur. To be a successful learner, university students have to comprehend the reading skill in order to gain much information. University students not only have to comprehend their reading ability but also reading critically because they have more responsibilities processing the information for academic purposes and the information most of from the texts. Thus, this paper provides that self-regulated learning strategy promotes students’ critical reading in order to be successful learners. Key Words: self-regulated learning (SRL), university students, critical reading
The Listening Strategies of the Senior High School Students: An Overview
RETAIN Vol 8 No 2 (2020)
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Abstract

Listening is counted as one of the crucial skills in language learning since listening involved with the language input and used to cooperate with other language skills. Many learners considered listening as the most challenging skill to be mastered. However, listening skills get the least attention from the teacher and the material’s instructional. Learners are rarely equipped with a strategy that can ease them to understand the listening input. Therefore, teachers need to support the students in finding a suitable strategy to help them to be better listeners. This article will deliver kinds of learners’ difficulties in their listening process and the use of listening strategy among senior high school students that assist them in overcoming their listening problems for becoming successful language learners. Some pedagogical implications also presented at the end of the article.
EFL Young Learners’ Vocabulary Learning Strategies : An Overview
RETAIN Vol 8 No 2 (2020)
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Abstract

Young learners have the ability to learn something quickly and memorize it in the long-term. It is a good chance for the children to learn about foreign languages, especially vocabulary as the key to communicate in English. However, it may be challenging for the teacher to make children quiet and give their full attention while learning in the classroom. So, the teacher needs to understand the children’s learning habits and the vocabulary strategies to make the teaching and learning activity more conducive. This article is an overview of some previous studies related to the EFL young learners’ learning strategies, especially in learning vocabulary. It is hoped that this article will help in providing knowledge for teachers for EFL young learners in conducting their English class and stimulating students’ vocabulary knowledge.
An Overview of Probing Question Strategy in Promoting Students’ Reading Comprehension
RETAIN Vol 8 No 2 (2020)
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Abstract

Abstract Teacher talk is considered as domination in the classroom. The role of teacher talk is a major part in managing the class so that the teaching learning process is going well. Questioning strategy in learning is a type of teacher talk that plays an important role in promoting the students’ achievements in English as Foreign Language (EFL) Classroom. The question is a stimulus that encourages students to conceive and construe a topic so that they can master the concepts, materials easily in order to support students’ reading comprehension by developing students’ high-level thinking process. In another point of view, question is a teacher’s pedagogic to construct knowledge together through stimulating students to communicate and be actively involved to ensure their comprehension. One types of questioning strategy that increasingly pointed out a great value on students’ reading comprehension is probing question. It is defined as digging question to get further answer from students who intend to develop the quality of answer, so that the answer can be clearer, more accurate and reasoned. Therefore, this paper will discussed the use of probing question and its possibilities in promoting reading comprehension. Keywords: Questioning strategy, probing question, reading comprehension
TRANSLATION STRATEGIES: TRANSLATING LOCAL SHORT STORIES FROM INDONESIAN INTO ENGLISH
RETAIN Vol 8 No 2 (2020)
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Abstract

In translating a language, a translator needs to implement translation strategies in order to find or create exact language equivalences from SL (Source Language) into TL (Target Language) especially for EFL learner in university that taking translation as the learning subject. Some previous studies have mentioned translation strategies that have been implemented in translation such as book titles, brand names and English children literature’s names of characters. Some previous studies only focus on finding translation strategies in translating some terms. However in this research, the researcher focused on analyzing translation strategies in translating local short stories. The data were collected through document analysis. The aims of this research were to find translation strategies EFL students used in translating local short stories and the way EFL students translated local short stories by using some kinds of translation strategies. The results of this research found that translation strategies that EFL students have implemented are literal translation, word to word translation, free translation and semantic translation. However, the researcher also found that EFL students have misinterpretation toward semantic translation and tends to categorize semantic translation to other translation strategies. Keywords: translation, local short stories, translation strategies, source language (SL), target language (TL)
The Implementation of Peer Assessment in Teaching Writing of Application Letter to Vocational High School Students
RETAIN Vol 8 No 2 (2020)
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Abstract

This study was focused on the teacher perspective that teach application letter using stages of peer assessment. There are four stages that could be explained in this research, the first is teacher’s criteria, peer assessment classroom design, teacher’s classroom management, and also teacher’s evaluation of text which is students’ product. The teacher should be followed all of the stages for the best result of teaching. This research was conducted in order to find out whether the teacher follows all of the steps in sequence of peer assessment or he does not. This study is design in qualitative research because there is an observation and field note. This research was conducted the subject of this study that is a vocational high school who has the standard curriculum about application letter. The observation was written in observation checklist with note. Then, there a student’s product of application letter that checked and corrected by their peer. The result of this study showed that peer assessment stages has implemented by the teacher in his teaching. He used a worksheet to keep the teaching on track. But, this study found that some of students didn’t correct the error. Some of the students didn’t understand which one the error that should be corrected by them. Other that the student felt bad to making a correction of their friend.   Key words : peer assessment, application letter, teaching writing.
THE IMPLEMENTATION OF COLLABORATIVE WRITING TECHNIQUE IN TEACHING WRITING
RETAIN Vol 8 No 2 (2020)
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Abstract

The purpose of this study is to describe the implementation of collaborative writing technique in writing text, especially in recount text. Writing is one the English skills that should be mastered by high school students. However, students thought that writing is not easy to do. They have some difficulties while doing writing. They do not know what they have to write while writing, and also they are confused in expressing their ideas into written form. Therefore, the researcher wants to describe the implementation of collaborative writing in teaching writing by the teacher. According to Fernández Dobao & Blum (2013), collaborative writing is a technique which students work together, share authorship, and share responsibility for all writing processes to produce final product. Students are expected to be helped in developing and gathering the ideas while writing a text by using collaborative writing technique. Moreover, this study uses qualitative approach. The subjects of this study are students of tenth graders in senior high school. The result of this study indicates that collaborative writing technique helps students to develop and gather ideas in writing a text. Collaborative writing technique also is an appropriate technique that can be used in teaching writing for high school students.

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