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<![CDATA[EFL Student's Attitude towards Writing Peer Assessment ]]>
<![CDATA[Adiyani, Pradipta Nahdah]]>
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<![CDATA[Abstrak Penilaian alternatif telah menjadi pusat perhatian ketika paradigma penilaian mulai berubah ke metode yang lebih integratif yang menggabungkan penilaian sumatif dan formatif. Implementasi penilaian sejawat di kelas menulis pendidikan tingkat lanjut jurusan bahasa Inggris sebagai bahasa asing adalah salah satu contoh penggunaan penilaian alternatif. Penilaian sejawat dipraktikkan secara luas dalam kelas menulis dan telah terbukti secara empiris melalui sejumlah studi bahwa penilaian sejawat secara signifikan terbukti efektif dalam mempromosikan keterampilan menulis siswa bahasa inggris sebagai bahasa asing di perguruan tinggi di samping keterampilan berpikir tingkat tinggi seperti keterampilan kritis dan analitis. Menghasilkan dampak yang luar biasa seperti itu sangat bergantung pada beberapa faktor, salah satunya adalah sikap siswa dalam penilaian sejawat. Sikap siswa dianggap penting dalam keberhasilan implementasi penilaian sejawat karena menentukan kualitas penilaian sejawat dari tingkat umpan balik dan ketepatan penilaian. Artikel ini bertujuan untuk meninjau secara kritis berbagai hasil yang disarankan dalam literatur terkait yang mempelajari sikap siswa pendidikan tingkat lanjut terhadap penggunaan penilaian sejawat dalam kelas menulis. Mengikuti tujuan ini, artikel ini juga akan mencoba membuat panduan konklusif berdasarkan implementasi pedagogis dari penilaian sejawat. Kata kunci: Penilaian alternatif, penilaian sejawat, kelas menulis, sikap siswa Abstract Alternative assessment has been in the spotlight of attention as the paradigm of assessment begins to shift into a more integrative style that incorporates both summative and formative assessment. The implementation of peer assessment in EFL higher education writing classrooms is among the examples of alternative assessment use. Peer assessment is widely practiced in writing classrooms and it has been empirically evident through scores of studies that peer assessment is significantly effective in promoting EFL higher education student’s writing skill in addition to high order thinking skills such as critical and analytical skills. Having generated such remarkable impact crucially depends on some factors, one of which is student’s attitude in peer assessment. Student’s attitude is deemed important in a successful implementation of peer assessment as it determines the quality of peer assessment by the level of feedback and grading’s accuracy. This article aims to critically review the various results suggested in related literature which studied higher education student’s attitude toward the use of peer assessment in a writing classroom. Following this objective, this article used library study as a method and critical analysis to the data gathered to form an insightful evidence-based qualitative review. Lastly, it will also try to make a conclusive guide based on the pedagogical implementation of peer assessment. Keywords: Alternative assessment, peer assessment, writing classroom, student's attitude]]>
<![CDATA[The Use of Quick Response Codes for Listening Comprehension in Junior High School ]]>
<![CDATA[hidayati, nurul]]>
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<![CDATA[The study aims is to describe the use of QR Codes in listening comprehension for Junior High School and students’ responses toward the use of QR Codes in listening comprehension for Junior High School. This study used a descriptive qualitative method applied to eight grades of Junior High School through observation, interview, and questionnaire. The instruments used to collect the data among them are field notes, interviews sheet, and questionnaire in Google form. The results of the data showed that QR Codes are an appropriate medium to promote students’ listening skills because the use of QR Codes are simple and effective. Besides that, the use of QR Codes in learning listening in the class also got a positive response from students.]]>
<![CDATA[The Student Responses of Teacher Questioning Probing Strategies to Promote The Student Critical Thinking in Classroom Interaction ]]>
<![CDATA[Lestari, Dela Rosita]]>
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<![CDATA[Abstract The purpose of this study was to determine whether probing strategies can develop the students' critical thinking. This qualitative research uses a discourse analysis approach. The subject of this research is the students of X grade at SMA Paciran. Data collection was carried out through recording, observations, questionnaires, and interviews. The collected data were analyzed through questionnaires and conversational analysis of the probing strategy and student responses to probing questioning strategies that were implemented by the teacher. The results showed that the probing strategy can support the students' critical thinking. Keywords: Probing Questioning Strategies, Critical Thinking, Students Responses.]]>
<![CDATA[The CORRELATION BETWEEN ENGLISH SPEAKING COMMUNITY LEVEL AND STUDENTS’ SPEAKING PERFORMANCE IN PUBLIC SPEAKING CLASS ]]>
<![CDATA[Falahiyah, Fillah]]>
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<![CDATA[Speaking is an essential skill that is needed by EFL learners. It has been taught in Indonesia for a long time as a foreign language. However, most students get difficulties in learning especially students at university level because they are not confident to speak in front of people. They need to practice more not only inside but also outside the class. University offers Public Speaking course to help students achieve their speaking skill. Moreover, to facilitate students in achieving their speaking skill, some universities offer a speaking community to help students practice speaking outside the class. Therefore, this study aimed to investigate the correlation between English Speaking Community level offered by the university and students’ speaking performance in Public Speaking class. The design of this study is correlational study. There are 27 English Education students on the second semester from 5 groups of ESC in State University of Surabaya as the participants of this study. The data obtained through the questionnaire, observation, questionnaire, and the speaking test and analyzed using Pearson Product Moment in SPSS. The result shows that there is correlation between English Speaking Community level and students’ speaking performance. Thus, students’ can improve their speaking performance by joining ESC offered by the department. Keywords: English Speaking Community, Speaking Performance, Public Speaking Class]]>
<![CDATA[Developing LeVo Game as Media Vocabulary Learning for Junior High School Students ]]>
<![CDATA[wicaksono, satria nur]]>
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<![CDATA[During this development era, English has become one of the languages spoken quite often in every region. Unfortunately, not every teacher can provide a supportive learning atmosphere. At the same time, creating a good atmosphere is essential to achieve maximum learning outcome. Therefore, the researcher developed a vocabulary learning media for the children. This study aims to provide an overview of one of the media used for learning activities at the junior high school level. LeVo can be used by students in seventh graders to enhance their vocabulary mastery. The researcher utilized Design and Development Research as a research method in the development of LeVo game. The study was using a qualitative descriptive method to collect the data. The respondents in this research were seventh graders from various school in Surabaya. Respondents were collected to examine the practicality and doability of the game. The experts had validated LeVo before the media were tested. Experts validated that the game had good picture, manageable level of difficulty, cara lor and images suitable for users. The result of this study concluded that LeVo has succeeded in attracting students' interest in learning English. Even so there were still some students experienced a difficulty when playing LeVo. In conclusion, LeVo has been shown to meet students’ need to enhance their vocabulary. The implication of this research is to help EFL teachers to create an attractive learning atmosphere using the media using LeVo game.]]>
<![CDATA[Written Corrective Feedback Provided by the Teacher on Student's Descriptive Writing for Fostering Student's Writing Quality ]]>
<![CDATA[Sa'adah, Lailatus]]>
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<![CDATA[Written corrective feedback is an effective element in a student’s writing process. Therefore, the role of the teacher in giving written feedback on student’s composition is essential since it can assist them to be aware of the error that they have been made, learn about the error, and revise it into the correct form. In conducting this research a qualitative method was employed. The object of this research is the first draft and the final draft of the English Department student's descriptive writing. The researcher used only one student’s descriptive writing that has been rectified by the teacher using written corrective feedback to be analyzed in detail. This research aimed to explain some types of teacher’s written corrective feedback on student’s descriptive writing for fostering student’s writing quality. In this research, documentation was used as an instrument. This research showed that there were two types of feedback given to the student’s work; twelve errors were corrected by using direct written corrective feedback and four errors were corrected by using metalinguistic feedback. The teacher underlined, circled, crossed, and even gave written comments near the errors made by the student. Moreover, after looking at the student’s revised composition, it can be concluded that the students received all the feedback given by the teacher well. It increased student’s self-correcting which had a big impact on improving the quality of student's writing. Keywords: written corrective feedback, student’s composition, descriptive text.]]>
<![CDATA[Experiences During Extensive Reading Program For English Department Students ]]>
<![CDATA[Ardiansyah, Farhan Tri]]>
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<![CDATA[Extensive Reading is deemed essential for freshmen of English Department as it helps to improve students’ reading skills especially comprehension. Joining the Extensive Reading program assigned in early college years helps elevate students’ reading comprehension skills and increase their vocabulary size. This article aims to explore students’ experiences with the Extensive Reading program based on their perceived appraisal on; 1) time allocation during extensive reading, 2) potential obstacles found during extensive reading as well as 3) the length of text used as reading materials. This study took English Department’s students as its subject. The answers gained from 45 respondents of Extensive Reading Experience questionnaire were later analyzed in descriptive and thematic fashion to form practical suggestions for college students and lecturers. In addition, this article can also be used to identify the benefits and drawbacks of the Extensive Reading program provided by English Department. The results of the study in general showed that; 1) English Department’s students regard the time allocation as sufficient for completing extensive reading assignments, 2) the obstacle that hinders the development of comprehension skills in reading the most is difficult vocabulary and 3) long, interesting texts can increase student motivation to read extensively. Further recommendations would be served at the end of the article.]]>
<![CDATA[EMPOWERING STUDENTS’ READING COMPREHENSION ON EXPLANATION TEXT THROUGH GIST STRATEGY ]]>
<![CDATA[Chamidah, Ayu Indah Nur]]>
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<![CDATA[The purposes of this research are to know the improvement of students’ scores in comprehending explanation text after using GIST (Generating Interactions between Schemata and Text) strategy, to explain the implementation of GIST strategy, and to reveal students’ responses towards the implementation of GIST strategy for teaching explanation text. This study used quantitative method to know the improvement of students’ scores. Besides, this study also used qualitative method to explain the implementation of GIST strategy and students’ responses. There were 22 students of XI IPA 1 who participated in this study. The researcher used test, observation, and interview to collect the data. The data were analyzed by using SPSS to know the improvement of students’ scores The result of this research showed that there was a significant improvement from the implementation of GIST strategy to the students’ reading comprehension. It could be seen from the value of the t-test that the students’ scores was higher than the t-table (5.524>2.074). Additionally, the mean score of pre-test which was 72.27 had improved to 89.77 in post-test. The use of GIST strategy made the students easier to understand the main idea of the explanation text. Therefore, it can be stated that GIST strategy gives significant improvement of students’ reading comprehension in understanding explanation text. Keywords: Reading, Reading Comprehension, GIST Strategy, Explanation Text]]>
<![CDATA[The Implementation of Genre Based Approach in Teaching Recount Text to Promote Students' Writing Skill ]]>
<![CDATA[Lail, Iftitahul]]>
<![CDATA[ RETAIN Vol 9 No 03 (2021) ]]>
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<![CDATA[The aims of this research are to know how Genre Based approach is implemented, Genre Based Approach can promote students’ writing competence or not and to know their responses towards it. The researcher designed this research using quantitative method and qualitative method. Quantitative method was used to know students’ improvement in writing and qualitative method was used to know how GBA was implemented and students’ response towards it. Subjects of this research were 1st grade students of senior high school. There were 25 participants who actively participated in this research. The data were collected by conducting tests (pre and post-test), doing observation and giving questionnaire. The data were analyzed using SPSS to make it easier to find the result. The first result of this research was that Genre Based Approach was implemented well. All stages were implemented from BKOF (Building Knowledge of Field), MOT (Modelling of the Text), JCOT (Join Construction of the Text) and ICOT (Independent Construction of the Text). Secondly, the implementation of GBA could promote students’ writing competence because the ρ (two-tailed) showed .000 which was less than 0.05. It means that there was significant effect of GBA towards students’ writing. Last, some students were helped with this method especially in understanding a text. Some of them also were helped in different aspects such as understanding the social function, structure of the text, language features and etc. Keywords: implementation, writing, genre-based approach.]]>
<![CDATA[Students' Listening Preferences and Perception In Using XReading Audiobook ]]>
<![CDATA[Ramadhanty, Virlyana]]>
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<![CDATA[The aim of this study is to portray freshmen students’ listening preferences when using XReading audiobook and to describe students’ perception about the improvement of their English skills after using XReading audiobook for several months. This study used mixed method, both quantitative and qualitative to get sets of data. 80 freshmen students, who were also active users of XReading program, were involved as subject of the study. The data were gathered through the combination of close-ended and open-ended questionnaire followed by interview session for participants who did not give clear answer. The data from questionnaire were analyzed using descriptive quantitative while the data from interview were transcribed and analyzed qualitatively. The result shows that most students prefer to have reading-while-listening activity rather than only listening to audiobook. Students can also take advantages of some features provided in XReading audiobook. In addition, students have positive response about XReading audiobook because it has some benefits and is helpful to improve their English skills especially listening skill. Keywords: Listening preferences, Students Perception, XReading audiobook.]]>
