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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 3 (2020)" : 19 Documents clear
The Aspect of Students' Speaking Anxiety in Using IGTV
RETAIN Vol 8 No 3 (2020)
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Speaking anxiety has been very difficult to overcome in English teaching and learning process for 3 decades. Every student has their own speaking anxiety with various rates and the teacher needs the answer to solve this problem by considering the anxiety-speaking component of the students. Students in some situations have trouble with speaking anxiety and trouble speaking work. Therefore, they need a creative media or resources that can help to reduce their anxiety in speaking and make learning more exciting and engaging. In this study IGTV as a tool to identify the aspect of students’speaking anxiety. The researcher tends to investigate the use of IGTV and find the aspect speaking anxiety that student have.This study used Quantitative design to investigate the aspect speaking anxiety of IGTV as a tool for students. Furthermore, the data were obtained through giving questionnaires and using survey method. The participants of this study were taken from one of senior high school students in East Java. The results showed a positive influence as the students have the cognitive aspect of speaking anxiety when they used IGTV. 
Flipped Classroom Approach in Increasing EFL Learners’ Higher-order Thinking Skills: An Overview
RETAIN Vol 8 No 3 (2020)
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Abstract New curriculum in Indonesia which is 2013 curriculum has differences with the previous curriculum or KTSP. It has transformed the style of teaching and learning activities from teaching centered learning to student centered learning. It also has different goals which are asking students to get deeper understanding of the key concept, or developing students’ lower-order thinking skills (LOTS), as well as getting competent demonstration of the twenty-first century skills, or developing students’ higher-order thinking skill (HOTS). To achieve the goals set by the 2013 curriculum and to consider changing models of teaching and learning activities, Flipped classroom approach can be an alternative choice for teachers to use when teaching English classes. Flipped classroom approach is a pedagogical approach which aimed to require the students to master the materials by themselves before discussing those with their teacher in a classroom. This paper will mainly focus on increasing students’ HOTS using the flipped classroom approach in English teaching. Keywords: Flipped classroom approach, higher-order thinking skills, HOTS, student centered approach, EFL learner, EFL. 
INDONESIAN EFL COMMUNITY-BASED ENGLISH CLUB AND ITS CONTRIBUTION ON AUTONOMOUS READING BEHAVIOR
RETAIN Vol 8 No 3 (2020)
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Abstrak Mendorong pemahaman membaca pada negara-negara dimana bahasa Inggris menjadi bahasa asing membutuhkan pendekatan yang berbeda dimana harus membuat pelajar dapat membaca secara mandiri. Maka dari itu, autonomi pada membaca sangat dibutuhkan untuk memungkinkan mereka belajar bahasa yang ingin mereka kuasai (bahasa Inggris) dengan nyaman dan mudah. Tujuan dari tulisan ini adalah untuk menjabarkan aktivitas-aktivitas yang ada di English Club di sekolah-sekolah Indonesia yang berdampak terhadap autonomi pada membaca lalu membahas kemungkinana aktivitas-aktivitas tersebut digunakan secara sering dan bagaimana aktivitas-aktivitas tersebut mempengaruhi cara pelajar membaca. Penggunaan riil dari aktivitas-aktivitas tersebut dan bagaimana pelajar dapat menggunakan nya sendiri juga diberikan. Ditemukan bahwa aktivitas-aktivitas yang ada di English Club ternyata didukung oleh banyak penelitian-penelitian pada masa lalu: dimana aspek-aspek tersebut memiliki hasil positif terhadap kemampuan membaca siswa. Kata Kunci: membaca, autonomi dalam belajar, autonomi dalam membaca, English club. Abstract Promoting reading comprehension in an EFL country requires a different approach that should enable learners in reading independently. Thus, autonomy in reading comprehension is needed to allow them learning target language (in this case, English) comfortably and efficiently. The purpose of this paper is to breakdown numerous activities of Indonesian English club and its activities that might have an effect to autonomy in reading comprehension, discussing its feasibility being used often, and how it affects learners’ way of reading. Practical use of its activities and how it can be utilized by the learners themselves are also offered. It is found that the activities in English club are backed up by numerous researches in the past; which indicated their positive impacts on reading skills. Keywords: reading comprehension, learning autonomy, autonomy in reading, English club.
THE IMPLEMENTATION OF PEER FEEDBACK USING INSTAGRAM IN LEARNING WRITING RECOUNT TEXT FOR EFL STUDENTS AT SENIOR HIGH SCHOOL LEVEL
RETAIN Vol 8 No 3 (2020)
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Abstrak Menulis adalah salah satu dari 4 keterampilan bahasa dalam mempelajari Bahasa Inggris. Dengan demikian, siswa diminta untuk menguasainya. Masalah yang ada dalam proses belajar mengajar menulis adalah guru hanya memberikan skor ketika meminta siswa untuk menulis paragraf atau teks. Inilah yang membuat murid tetap bingung dengan materi dan tidak menyadara keselahannya. Hal ini, membuat kemampuan menulis siswa tidak mengalami peningkatan sama sekali. Masalah lainnya adalah siswa butuh teknik yang baru untuk membuat mereka tidak bosan pada kelas menulis. Salah satu teknik yang menarik adalah dengan mengimplementasikan peer feedback atau umpan balik menggunakan Instagram pada pembelajaran menulis teks Recount. Beberapa tujuan dari penelitian ini adalah untuk menemukan bagaimana implementasi dan persepsi siswa terhadap pengimplementasian umpan balik menggunakan Instagram dalam pembelajaran menulis teks Recount untuk siswa Bahasa Inggris sebagai bahasa asing yang dipelajari pada level SMA. Penelitian ini menggunakan metode kualitatif dengan 32 peserta kelas X MIPA 3 di SMA N 1 Kota Mojokerto yang diperoleh dari pengamatan, catatan peneliti, kuesioner dan wawancara semi struktur. Hasil dari penelitian ini menunjukkan bahwa implementasi umpan balik menggunakan Instagram dalam pembelajaran menulis teks Recount adalah sukses dan berjalan dengan baik untuk membantu siswa dalam meningkatkan kemampuan menulis mereka. Selanjutnya, siswa juga menunjukkan persepsi positif dalam memotivasi, meningkatkan berpikir kritis, dan membuat mereka percaya diri dalam menulis. Para siswa mendukung pengimplementasian umpan balik menggunakan Instagram pada pembelajaran menulis karena mereka tertarik dan senang selama pelajaran. Peneliti memberikan saran kepada guru dan peniliti selanjutnya untuk mengimplementasikan umpan balik menggunakan Instagram pada keterampilan bahasa yang lain atau jenis teks lainnya di pembelajaran bahasa Inggris Kata kunci: Pengimplementasian, Umpan Balik, Instagram, Menulis Teks Recount, Persepsi Siswa   Abstract Writing is one of four language skills in learning English that asked the students to be mastered. Since the problem in teaching and learning writing process is the teacher only give score when asking the students to write paragraph or text. It makes the students still confused with the material and do not realize their mistake. This case makes students’ writing performance does not improve at all. Other cases are the students need a new technique to make them not bored in writing class. One of the interesting techniques is implementing peer feedback using Instagram in learning writing recount text. This study aims to find out how to implement and students’ perception towards the implementation of peer feedback using Instagram in learning writing recount text for EFL students at Senior High School Level. This research used a qualitative method with 32 participants of X MIPA 3 at SMA N 1 Kota Mojokerto derived from sets of observation, field notes, questionnaires, and semi-structured interviews. The result of this study showed that the implementation of peer feedback using Instagram in learning writing Recount text was going well to help the students improve their writing ability. Furthermore, the positive perceptions also showed by the students in motivating, increasing critical thinking, and making them confident in writing. The students supported the implementation of peer feedback using Instagram in learning writing because they are interested and happy during the lesson. Then, the researcher suggests to the teacher and future researcher is to implementing peer feedback using Instagram in ELT to other skills or types of text. Keywords: Implementation, Peer Feedback, Instagram, Writing Recount Text, Students’ Perception
STUDENTS’ ATTITUDE AND PERCEPTION TOWARD INDEPENDENT LISTENING USING LISTENING LOG
RETAIN Vol 8 No 3 (2020)
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Many ways could be done to improve listening skills in learning English. Not only through formal classes activity, but also through out-of-class independent learning. Conducting a listening log is considered as an independent learning activity that can improve students’ listening skills. Therefore, this research aimed to find out how the students are conducting independent listening using listening logs and to describe students’ perceptions towards the activity. The subject of this study were twenty-three students in the Academic Listening C class in UNESA, which divided into three levels of students who are high, middle, and low achievers. To collect the data, the researcher used a semi-structured interview. The data were analyzed qualitatively by applying three stages; familiarizing & organizing, coding & reducing, and interpreting & representing. The results of the study showed that there is no significant difference between high, middle, and low achievers. Most of the participants showed almost the same response. Based on participants’ answers, conducting listening logs is fun and diverting as an independent listening activity. By keeping listening logs, the students also gain many benefits such as becoming aware of their learning, acquiring new knowledge, learning new vocabularies, and improving their listening skills. However, some students considered keeping listening logs is boring as their independent listening activity. Keywords: listening, independent listening, listening log
THE CORRELATION BETWEEN TEST TAKING STRATEGIES AND READING COMPREHENSION SCORE IN READING TEST
RETAIN Vol 8 No 3 (2020)
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Abstract In order to succeed in reading comprehension test, the learners should choose the most appropriate strategy dealing with reading test. Moreover, by using the suitable strategy while completing reading test, it is believed that it will help the learners to accomplish the test easily. The purpose of this quantitative study was to find out the correlation between test taking strategies and reading comprehension scores in reading test. Another aim of this study was examining the kind of test taking strategies utilized by EFL learners in accomplishing reading test. The data of this study were gained through online questionnaire toward 90 participants of junior and senior university students in one of University in Surabaya. The result showed that the EFL learners mostly utilized metacognitive strategies (mean score 3.68) than cognitive strategies (mean score 3.59) while completing reading comprehension test. The result also revealed that test taking strategies and reading comprehension scores was positively correlated. The significance level of correlation was r = 0.251, and it was categorized as low correlation. Keywords: test taking strategies, reading comprehension test, reading comprehension score.
THE EFFECTIVENESS OF USING KAHOOT! AS A MEDIA TO IMPROVE STUDENTS' READING COMPREHENSION IN NARRATIVE TEXT
RETAIN Vol 8 No 3 (2020)
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The researcher's intention in doing this research was to know if there is a substantial difference in the comprehension of students reading in a narrative text after treatment with Kahoot! as a platform for 10th graders at one of the Senior High Schools in Lamongan. The method used was quasi-experimental pretest-posttest research design. There were two classes of this research, and they are X Social 1 as experimental class which has 20 students and X Social 2 as control class which also has 20 students. The teaching process done in control class was using textbook as a media, while in experimental class was using Kahoot!. The research instrument used was a reading comprehension test. The researcher utilized Paired Sample T-test in SPSS 26 to analyze the results. It shows that the significant value was .000, which was less than the significant level 0.05. Therefore, this indicated that there was difference between the pre-test and post-test score of students. Then, to show the specific significant value of experimental treatment, the researcher calculate the effect size which value was 0.9 which means the treatments given successfully gave moderate effect to the experimental class. It can be concluded that the use of Kahoot ! as a media for tenth graders of one of Senior High Schools in Lamongan influences their score in reading comprehension in narrative text. Keywords: Kahoot!, Media, Reading Comprehension, Narrative Text.
THE USE OF QUESTIONING STRATEGY IN EFL CLASSROOM
RETAIN Vol 8 No 3 (2020)
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The goals of learning English as foreign language are to make the student able to understand English and use it communicatively. It can be achieved if the use of English is habituated in the classroom. One of activity in interactive classroom to make students able to use English communicatively is by implementing questioning strategy. This study focus on the implementation of questioning strategy in EFL classroom and the types of questioning strategy based Blosser’s schema. This study was qualitative research which used case study design. The subjects were one of English teacher and 34 tenth grader’s students in one of senior high school in Ponorogo. The instrument used by the researcher were field note, video recorder, interview guidelines, and audio recorder. From the result of observation and interview, the teacher implemented questioning strategy in whole of lesson. In implementing the strategy, the teacher had purposes, including increasing the students’ critical thinking, ability, and  activeness; adjusting the material based on the students’ need; motivating the students to be active participate; provoking the students to recall the previous material and to discuss the material together; judging the students’ ability; and helping the teacher to assess the effectivenenss of the material. Another result showed that in implementing the strategy, the teacher used five guidelines, including ask the question, pause, call the learner’s by name or let the students answer by their inisiative, listen the answer, and emphasize the correct answer. The teacher mostly used three types of questioning strategy, including probing question, factual question, and divergent question. In each questioning strategy, the teacher used five types of question, which included clarifying, prompting, redirectering, simple bit of information, and divergent.
Teachers' Perception towards Learner Autonomy in Secondary School
RETAIN Vol 8 No 3 (2020)
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The purpose of this study was to gain the teachers’ idea about learner autonomy and significant different of the perception between teacher in urban and rural areas. This study was designed as ex post facto involving 50 secondary English teachers from East Java. In this project the researcher used questionnaire as the instrument which is adapted from Brog and Al-Busaidi (2012). The result of this study showed that the teachers’ perspectives can be divided by 4 categories; technical perspectives, psychological perspectives, political perspectives, and socio-cultural perspectives. Then, from the result of the questionnaire showed that teachers more concern about their political perspectives of learner autonomy. It is determined by the rank of the mean of each category. Political perspectives placed on the first rank with 3.94 as the mean. The researcher find out there are no significant different of the perception of the teachers from urban and rural area for each categories. Keywords: teachers, perception, learner autonomy
THE IMPLEMENTATION OF EXTENSIVE READING PROGRAM USING XREADING: STUDENTS’ PERCEPTIONS
RETAIN Vol 8 No 3 (2020)
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Extensive reading (ER) has been proven to have positive effects in improving students’ skills at learning English. It is believed as the strategy that can encourage students to develop their English skills such as vocabulary size, reading comprehension and fluency, as well as their grammar. As the foreign language department, English department of Universitas Negeri Surabaya always conducted the activity for the students intended to encourage them to develop their language skills. Extensive reading has been one of the activities that have been carried out to support the students in developing their English skills. By the odd semester of 2019, extensive reading program at English department had shifted from paper-based extensive reading to online-based extensive reading program using XReading platform. It is a qualitative study since it aims to investigate how the students conduct the online-based extensive reading as well as examine their perceptions of the platform as well as its effectiveness in helping the students to improve their English skills. 68 students of English Education students were participated in the study. The data was taken using questionnaire and interview. The questionnaire was distributed to the students followed by the interview aimed at the students who did not give clear explanation in the questionnaire. The result of the study showed that the implementation of extensive reading program were mostly done at home with utilizing some features offered by the platform and positive responses about the XReading platform also given by the students as well as their improvement in some aspects of English ability. Suggestion are made on the further activity in the classroom that would be better to be carried out as the continued activity of what was done by the students at home as well as the routine surveillance by the supervisor should be tightened up.

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