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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
TEACHER’S PROBING QUESTIONS IN THE EFL CLASSROOM AT A HIGH SCHOOL
RETAIN Vol 8 No 3 (2020)
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Abstract

This study meant to try to find the teacher’s probing questions in EFL classroom language. In specific, this research intends 1. To elucidate the teacher's probing questions for clarification. 2. To elucidate the teacher's probing questions about different viewpoints. 3. To elucidate the teacher's probing questions to probe pupils' assumptions. 4. To elucidate the teacher's probing questions to probe pupils’ reason. 5. To elucidate the teacher's probing questions to probe evidence. 6. To elucidate the teacher’s probing questions to probe implications and purposes. This study uses qualitative descriptive. The English teacher of a high school was the subject of this study. The data obtained by observing the subject. The technique utilized in this study is by carrying out unstructured observation. The outcomes of this study demonstrated that the teacher employed all of those six probing questions. The teacher applied numerous probing techniques, those are basic probe, explanatory probe, focused probe, silent probe, drawing out, giving ideas, and mirroring, but some of them did not work for students. Probing questions most often used in this case was probing questions for clarification. The probing technique which typically applied by the teacher was an explanatory probe. Keywords: Classroom language, Questions, Probing questions.
EXTENSIVE READING OF TENTH GRADERS: IN RELATION TO CRITICAL THINKING
RETAIN Vol 8 No 3 (2020)
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Abstract

Abstract Extensive reading was reading of a large number of texts or materials outside classroom and also for general comprehension with intention of getting pleasure from the text that is crucial for acquisition. While critical thinking was the ability to think rationally and clearly, understanding the logical connection between ideas. This study was conducted to find out how the students’ extensive reading, how the students’ critical thinking and whether any relation between the students’ extensive reading and their critical thinking. The results from the students’ extensive reading indicated that the students still have good interest and motivation toward extensive reading. While the results of students’ critical thinking test were low. That indicated there must be a cause. It might be the students mental hectic which were caused a lot of numbers of questions that had to be done in limited time and also it might be the students answered the questions carelessly. Therefore, the result of the correlation between extensive reading and critical thinking was not significant, it concluded that there was no correlation between both of them. Keywords: Extensive Reading, Critical Thinking
AN ANALYSIS ON ENGLISH TEXTBOOK ENTITLED “LET’S LEARN ENGLISH” FOR THE TENTH GRADER OF SENIOR HIGH SCHOOL BASED ON THE BASIC COMPETENCE OF THE 2013 CURRICULUM
RETAIN Vol 8 No 3 (2020)
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Abstract

There are so many textbooks published to support the teaching and learning English. The teacher uses textbook as a guide to teach English in the classroom. Every textbook must have different characteristic and quality, so that affect the learning process for each student. Due to that condition, not all textbooks are suitable to fulfill the students’ needs and appropriate with the 2013 curriculum in this country. Thus, the textbook really needs to be analyzed and evaluated to improve its quality and values. This research analyzes an English textbook entitled “Let’s Learn English” for the tenth grader based on the 2013 Curriculum. The assessment used is the rubric from BSNP which in line with the core and basic competence. The purpose of this study is to analyze the conformity of the textbook with the core and basic competence of the 2013 curriculum. This research uses a descriptive qualitative approach which consists of more explanation in detail. The data source of this research is an English textbook entitled “Let’s Learn English”. The researcher conforms the materials of textbook to the Core and Basic Competence of the 2013 Curriculum using the rubric assessment form BSNP. The researcher uses document analysis as the method of collecting data. Finally, the researcher concludes that not all the chapters of textbook entitled “Let’s Learn English” are appropriate and fulfill the compatibility with the core and basic competence of 2013 Curriculum. The researcher found that only 62,5% of the materials which fulfilled the core and basic competence of the 2013 curriculum and compatible with the rubric criteria of BSNP. Keyword: English textbook, core and basic competence, 2013 curriculum, rubric assessment
The Effect of Using Video Blogging towards Students’ Speaking Ability in Vocational School
RETAIN Vol 8 No 3 (2020)
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Abstract

This research is aimed to find out the effect of using video blogging towards students’ speaking ability in vocational school. The researcher is using quasi-experimental design with SPSS 25 which the result is described in the form of number and interpreted in the form of word. In this research, there are 2 classes that going to be investigated, experimental class and control class. Based on the result of this research, the effect size of the use of video blogging towards students’ speaking ability that was calculated by using Cohen’s d is weak effect. It can be concluded that students who taught speaking by using video blogging do not achieved better score than students who taught by using expository way in the class. Key works: Speaking, Video Blogging, Students’ Ability
An Analysis of English Textbook Focusing on Reading Material to Enhance Students’ Critical Thinking in Recount Text and Narrative Text
RETAIN Vol 8 No 3 (2020)
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Abstract

Abstract Reading is one of the important that must be mastered by students in Indonesia, especially students who are learning English. To make students master English reading material, they need good quality reading material so that they can also improve their critical thinking skills in reading English texts. The purpose of this study is to spot textbooks that concentrate on reading material about recount text and narrative text to enhance students' critical thinking skills. This study is a document analysis by analyzing an English textbook for tenth grader students titled “Bahasa Inggris” written by Utami Widiat et al. published by the Ministry of Education and Culture 2013 Curriculum as a data source. From the results in this study, the researcher concludes an English textbook consisting of fifteen parts, and every part has its topic and material. The chapters that have been selected by researchers about the recount text and narrative text in chapters 8, 9, 10, 11, 12, 13, 14 in English textbooks are all themes and materials according to the basic competencies 3.7, 4.7 and 3.8, 4.8 are accordance in the 2013 curriculum and can also improve students' critical thinking skills. Some suggestions are given to the authors, teachers, and subsequent researchers to look for further sources and provide more useful results from the textbook analysis. Keywords: textbook analysis, reading, critical thinking. 
READING SELF-EFFICACY AND WRITING SELF-EFFICACY IN ENGLISH STUDENT TEACHERS’ PAPER WRITING
RETAIN Vol 8 No 3 (2020)
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Abstract

AbstractThe primacy of self-efficacy as an independent contributor to task performance of language skills such as reading and writing has been widely recognized. Considerable amount of studies has also found self-efficacy as predictive toward academic achievement of the aforementioned language skills. The interplay of self-efficacy in academic reading and writing skills of English student teachers delves into the tenet of literacy skill which puts reading as an antecedent of writing. The present study thus attempts to explain; 1) the way reading self-efficacy is portrayed by reading achievement in Extensive Reading, 2) the way writing self-efficacy is portrayed by writing achievement in Paper Writing and 3) how reading self-efficacy facilitates English student teachers’ paper construction. The objectives of the present study are set upon the aforementioned focuses. Methodology used in this study includes sequential explanatory as the design and thus has both quantitative and qualitative phases in each part. Positive moderate correlation was found among self-efficacy in academic reading and self-efficacy in academic writing (ρ=0,612, n=38, p=0.05). While both reading and writing self-efficacies were found insignificantly correlating subject’s achievements in respective courses, plausible findings gained from exploratory factor analysis (EFA) that was further triangulated by content analysis of selected participants’ conceptual papers as well as thematic analysis of their answers in semi-structured interviews provide possible explanation to the results of quantitative phase.Keywords: Reading Self-efficacy, Writing Self-efficacy, Academic Achievement  
The Use of English UKBM to Support Independent Learning in Senior High School
RETAIN Vol 8 No 3 (2020)
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Abstract

In the educational setting, UKBM, defined as a learning unit that is organized in sequence from easy to difficult based on the basic competencies, has to be used by schools that implement Semester Credit System. By using UKBM, one of the benefits for learners is being independent in learning and achieving the competencies. However, in learning English, most EFL learners think that English is difficult. Hence, if EFL learners learn English independently through UKBM, English teachers need to design the process of learning through UKBM as interactive as possible in order to make the EFL learners have willing to learn and foster independent learning. Thus, the present study attempted to (1) describe how an English teacher uses UKBM to support independent learning activity (2) find out EFL learners’ perceptions toward independent learning through UKBM, and (3) describe how EFL learners optimize independent learning through UKBM. This study was conducted in one of favorite senior high schools in Sidoarjo and was employed a mixed-method study in the form of an embedded research design. The data were collected through (1) observation to describe how an English teacher uses UKBM to support independent learning activity (2) questionnaire to find out EFL learners’ perceptions toward independent learning through UKBM, and (3) interview to describe how EFL learners optimize independent learning through UKBM. The result showed that the English teacher has not effectively and optimally used the UKBM to support independent learning since the English teacher still implemented the classical learning model in teaching the EFL learners. Next, the majority of the EFL learners had a more positive perception toward general independent learning than independent learning through UKBM. However, in terms of the usage of UKBM for independent learning, most of the EFL learners perceived it positively. Last, the EFL learners still tried to optimize independent learning through UKBM by nine ways those were knowing the purposes of learning to always keep the spirit in learning, building the intention to get knowledge in learning English, having motivation in learning, finding the best ways or strategies in learning, managing time properly, comprehending the materials, exploring other sources, making a group for studying, and avoiding relying on friends.
SELF-REGULATED LEARNING STRATEGIES AND VOCABULARY SIZE AMONG INDONESIAN EFL SENIOR HIGH STUDENTS
RETAIN Vol 8 No 3 (2020)
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Abstract

Self-regulated learning is a learning process that explores the students’ intrinsic factors, such as strategies and motivations. Strategies used by students are different based on their needs. In language learning, students have their strategies to acquire good vocabulary. This present study aimed to describe the self-regulated learning strategies used by the Indonesian EFL senior high students and examine the correlation with the students’ vocabulary size. Quantitative research was carried out on 76 senior high students in Gresik, Indonesia. The sample was collected through convenience sampling. The data were collected through students’ vocabulary level test and self-regulated learning strategies questionnaire. The first finding shows that environmental control was the most used strategies and emotion control was the least used strategy by the students. A descriptive statistic was carried out to describe the result. The second finding indicates there was a significant correlation between strategies used by students and their vocabulary size. Pearson correlation indicates the low negative correlation between those two variables.
Reciprocal Teaching as a Technique To Promote Students’ Critical Thinking in Comprehending a Text for Senior High School Students
RETAIN Vol 8 No 3 (2020)
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Abstract

The students’ interest in learning and reading English text is very low. It is because many of them think that English as a foreign laguage in Indonesia so they don’t need to comprehend it deeply. On the other hand, based on 2013 curriculum students are expected to become independent and critical learners in the learning process. Thus, the role of the teacher in selecting the teaching technique is important in order to make the students interesting in comprehending an English text. Moreover, teaching and learning in group discussion can be more effective because the students can respectively state their toughts. The group discussion which is called as reciprocal teaching is carried out through several stages such as predicting, questioning, clarifying, and concluding. This technique encourages the students to think critically and comprehend the narrative text deeply. The subjects of the study were tenth grader high school students in Gresik. The Researcher conducts the observations, records the implementation of technique, and observes the student worksheets. It aims to describe the use of technique and the way of students critically thinking. The results showed that the teacher used the suitable stages based on several research theories and this technique was able to encourage that students become critical thinker through some stages and answering some of high order thinking skills questions.

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