Articles
25 Documents
Search results for
, issue
"Vol 9 No 03 (2021)"
:
25 Documents
clear
<![CDATA[The Correlation of Reading Speed and Reading Comprehension in XReading ]]>
<![CDATA[Ekasari, Ita Nur]]>
<![CDATA[ RETAIN Vol 9 No 03 (2021) ]]>
Publisher : <![CDATA[RETAIN ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (194.581 KB)
<![CDATA[The eminence of Extensive Reading (ER) to improve language acquisition has been widely recognized to develop students’ reading fluency which can be acquired after they were exposed to a huge quantity of written text. Considerable number of studies also found reading speed (as an indicator to measure reading fluency) has a positive correlation with reading comprehension. In this modern era, there is a shift from paper-based ER program to digital online-based ER program with the help of reading platform such as XReading. This present study is categorized as a correlational study since it attempts to know whether or not students’ reading speed have a relationship with their reading comprehension. This study involved 53 students majoring in English Education at one of state universities in Surabaya who take mandatory ER program using XReading platform. The result reported that there was a very low correlation between reading speed and comprehension (r = 0.062).]]>
<![CDATA[The Use of Instagram to Improve Students’ Writing Skills in Explanation Text for Eleventh Grade Students ]]>
<![CDATA[Kencana, Cariesa Tirta]]>
<![CDATA[ RETAIN Vol 9 No 03 (2021) ]]>
Publisher : <![CDATA[RETAIN ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (251.136 KB)
<![CDATA[Social media has affected our daily life especially for students in this current era. Students always use social media during their life, and they can learn many things from social media. The most used social media by the students is instagram. This study takes advantage to learn from social media which is instagram especially for English subject. The point of this study is to see if using instagram may help students enhance their writing skills in Explanation Text for eleventh grade students. A quantitative research is applied by the researcher. The method utilized by the researcher was pre-experimental. The participants in this study were eleventh grade students from one of Gresik's Senior High Schools. A total of 32 students were included in the sample. Pre-test and post-test tests were employed as instruments in this study. SPSS Statistics 26 was used to perform the data analysis. The mean post-test score was (79.56), which was higher than the mean pre-test score (67.97). The t-test score was -9.991 with a degree of freedom (df) of 31 according to the data analysis. It signifies that the students' grades differed greatly. As a result, H0 is denied, but Ha is approved. Therefore, instagram is a beneficial tool for students to learn explanation text through social media. To summarize, instagram can be utilized to help students enhance their writing skills while creating explanation texts.]]>
<![CDATA[EFL PRE-SERVICE TEACHERS ON THEIR ONLINE STUDENTS TEACHING ]]>
<![CDATA[Puspa Rini, Devina Indah]]>
<![CDATA[ RETAIN Vol 9 No 03 (2021) ]]>
Publisher : <![CDATA[RETAIN ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (124.928 KB)
<![CDATA[This study was conducted to describe how pre-service teachers prepared lesson plans, teaching methods, and assessments during online teachiong and explore the challenges of teaching English using an online system in senior high school. This study used descriptive-qualitative design and the number of EFL Pre-service teachers that was recruited as participants of the study were 5 student-teachers. Data were collected using an open-ended questionnaire and interviews through social media. The findings of this research revealed (1) Pre-service teachers developed lesson plans based on curriculum-syllabus, and internet or textbook sources. Assistance from mentor’ school was needed in making lesson plans for online teaching. However, they found it difficult to look for teaching materials, and teaching activities that are suitable for online teaching. (2) Pre-service teachers used synchronous methods using meeting platforms such as Microsoft Teams, Google Meeting, Google Classroom, and Zoom, and those platforms are applicable to use in online teaching. The main problem was technical problem such as loss of connectivity, and students’ difficulties. (3) Pre-service teachers assess their students online at every end of the meeting by asking some questions or giving assignments and submitting them online. In pre-service teacher’s difficulties, they cannot guarantee if their students did not cheat or plagiarism and students willingness to do their assignment.]]>
<![CDATA[The Implementation of Hot Seat Game to Teach English Vocabulary to Seventh Graders of Junior High School ]]>
<![CDATA[Huda, Radewa Fibima]]>
<![CDATA[ RETAIN Vol 9 No 03 (2021) ]]>
Publisher : <![CDATA[RETAIN ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (285.75 KB)
<![CDATA[The objective in this study was to discover the learners capacity in dominating vocabularies subsequent to instructing by utilizing hot seat technique and to depict the execution of hot seat ready to build the learners capacity toward English vocabulariesThe subject of the research is learner' at seventh graders of SMP NEGERI 1 KOTA MOJOKERTO in scholarly year 2018/2019. This member of the class comprise of 33 participants. This examination was directed by utilizing Classroom Action Research. The method of examining the information applied in this exploration was subjective and quantitative. The subjective information were taken from perception sheet. Meeting, and documentation. The quantitative information were taken from the pre-test and post- test. The data were taken from the result of the tests, which were completed in a cycle. In the cycle, four gatherings were directed. The understudies were given a test in types of pre-test and post-testThe result of the information show that the normal marks of the test is underneath the KKM (Passing Grade) with a level of not effective (81.8%) and effective with a rate (18.2%) In conclusion, the researcher found that the implementation of the hot seat game to teach understudies was not effective because the understudies was very large and also the time given by the tutor or teacher was quite restricted.]]>
<![CDATA[Quill for Teaching Writing of Recount Text in Senior High School ]]>
<![CDATA[Mahendra, Sillvy Dwy Putri Diana]]>
<![CDATA[ RETAIN Vol 9 No 03 (2021) ]]>
Publisher : <![CDATA[RETAIN ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (585.494 KB)
<![CDATA[The aims of this research were to find out whether the use of Quill application for teaching writing can improve the students' writing skills or not. Moreover, this study intends to describe the students’ responses toward the implementation of Quill application to teach writing for tenth-grade students of SMAN 1 Dawarblandong. The researcher used pre-experimental research. The participants were tenth-grade students in SMAN 1 Dawarblandong. The other data were collected from observation, tests, and interviews. The result indicated that teaching writing using the Quill application improved the students' writing skills. In addition, the result of the interview showed the students’ response of the implementation of Quill application in teaching and learning writing recount text. The advantages and disadvantages of implementing the Quill application were found based on the observation and interview.]]>
<![CDATA[Speaking Anxiety of English Department Students ]]>
<![CDATA[Syarifuddyn, Tegar Aji]]>
<![CDATA[ RETAIN Vol 9 No 03 (2021) ]]>
Publisher : <![CDATA[RETAIN ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (185.251 KB)
<![CDATA[The experts introduced the theory of anxiety which is considered to hinder students' ability to learn speaking English. On the other hand, speaking is an important aspect in mastering English. In this case, the study was conducted to measure the level of anxiety in students and the correlation between anxiety and perceived speaking ability. The research was conducted on second year English students at the State University of Surabaya. In this study, thirty students (7 boys & 23 girls) filled out the first questionnaire about class activities that focus on speaking. The Foreign Language Classroom Anxiety Scale (FLCAS) was used in this questionnaire. The average value is used to measure the anxiety’s level. The second questionnaire is intended for students to fill in their respective speaking skills according to how they feel. Pearson Correlation is used to determine the correlation between the two. The result show the students' level of anxiety is in a moderately relaxed position, but the relationship between anxiety and perceived speaking ability have a negative correlation. This is contrary to the results of previous studies which stated that speak in front of the others in the class activity is a main source of anxiety.]]>
<![CDATA[IMPROVING STUDENTS’ NARRATIVE WRITING ABILITY BY IMPLEMENTING DIGITAL PICTURE SERIES IN ONLINE EFL CLASS ]]>
<![CDATA[Girsang, Evani Risa]]>
<![CDATA[ RETAIN Vol 9 No 03 (2021) ]]>
Publisher : <![CDATA[RETAIN ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (423.828 KB)
<![CDATA[Writing skill is considered as one of the most difficult skill to be learnt as it is an active productive skill. Students have to learn how to find out ideas and pour it into a certain type of writing product. In narrative writing, students have some difficulties to find idea and to organize the narrative text. Many studies have been conducted to figure out the ways in helping students improve their narrative writing ability. Picture series is one of many proven ways to help students improve their narrative writing. This study emphasized the use of digital narrative writing because during this research was being conducted, classes are conducted online due to Covid19 pandemic. Researcher used a web-side based application called StoryBoardThat.com as the media of digital picture series. This study is to prove that the implementation of digital picture series can improve students’ narrative writing ability and also to see students’ response of it. This research is done to 15 students of X MIPA 1 grader in Sekolah Citra Berkat, Surabaya. Researcher used two instruments to find out the data of this study. To find out whether digital picture series can improve students’ narrative writing, writer used pre-experimental research which took students’ pre-test and post-test result and processed using Paired Sample T-test to see the improvement of the narrative writing. Then to determine students’ response towards the implementation of digital picture series, researcher used questionnaire in a form of five-points Likert Scale consist of 21 statements which grouped into 7 topics, which each of the topic consisted of 3 statements. The result of this study showed a significant improvement of students’ narrative writing (2-Tailed) < 0.05 (Ha). From the questionnaire it can be seen that 80% students agreed that digital picture series implementation is more fun. Based on the result, it can be concluded that digital picture series implementation can improve students’ ability in narrative writing. Keywords: digital picture series, narrative writing]]>
<![CDATA[THE USE OF COOPERATIVE LEARNING TO ENHANCE STUDENTS SPEAKING ABILITY IN ONLINE CLASSROOM ]]>
<![CDATA[Purba, Jane Theakara Naomi BR]]>
<![CDATA[ RETAIN Vol 9 No 03 (2021) ]]>
Publisher : <![CDATA[RETAIN ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (731.072 KB)
<![CDATA[This study aims to describe students’ participants when the teacher implements cooperative learning in the classroom. Moreover, this study is aimed to investigate the effectiveness of cooperative learning that is used by the student to increase their ability to speak in English. This study used the qualitative method to get the data. The subject of the study is one group that consists of 5 senior high school students who are actively working in a group. The data were gathered through field notes which were used to take note of all of the information about how the teacher’s and the student's behavior in the classroom to discover the implementation of cooperative learning by the teacher. Then, the questionnaire followed by an interview session was used to get more data from the following question of the questionnaire. This research was conducted in two meetings. The finding of this study showed that cooperative learning is still not effective to implement by the teacher in the online classroom. it showed from fewer students who asked questions during the learning activity. In explaining the field note, the teacher only gives the assignment without monitoring the students’ group works. Then, students must use various media for groups working outside the online classroom that is less of teacher control. However, from the questionnaire followed by the interview, the student claimed that cooperative learning was helped them to reduce their problem of speaking. They stated that from cooperative learning, they could practice their speaking more and get feedback for the mistakes also motivation. They implement cooperative learning through virtual meeting applications and group chatting in WhatsApp features such as voice notes or video calls. The student also gives feedback and advice as a response to their participation in the cooperative learning activity. In sum, the finding of this study showed that the implementation of cooperative learning in an online class was still not suitable but, effective for students’ regular work-study. Keywords: cooperative learning, Senior High School, Speaking.]]>
<![CDATA[TEACHER AND STUDENTS’ PERCEPTION TOWARDS THE IMPLEMENTATION OF QUIPPER SCHOOL IN ENGLISH SUBJECT ]]>
<![CDATA[Rachma, Shevina Yuniar]]>
<![CDATA[ RETAIN Vol 9 No 03 (2021) ]]>
Publisher : <![CDATA[RETAIN ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (257.957 KB)
<![CDATA[This article aims to present the result of the research done in finding how the implementation of Quipper School in teaching English. Besides, it also investigates the teacher’s and students’ perception towards it. The data was taken using semi-structured interview with one of the English teacher and 12 students of grade XI in academic year 2020/2021. As the result of this study, the implementation of Quipper School in teaching English seen as something good and helpful for the teacher. It provided the material and task that the teacher need so they did not need to make any. Also, both the teacher and students find out the advantages and the disadvantages in using Quipper School as the teaching and learning media.]]>
<![CDATA[DEVELOPING “EXIT” GAME TO OVERCOME SENIOR HIGH SCHOOL STUDENTS’ SPEAKING ANXIETY ]]>
<![CDATA[Titania, Fani Nabila]]>
<![CDATA[ RETAIN Vol 9 No 03 (2021) ]]>
Publisher : <![CDATA[RETAIN ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (388.478 KB)
<![CDATA[Speaking anxiety was one serious problem for senior high school students. It should handle as soon as possible because it could affect students' learning process. This study aimed to describe the development process, the validation, and the practicality of the "EXIT" game as a medium to overcome senior high school students' speaking anxiety. This study followed the ADDIE approach by Branch (2009) to develop the media. This study involved fifteen senior high school students and one teacher in playing this game. Besides that, the validation score for the media was 96 that could be considered "Valid and Applicable." According to the interview result, students felt enjoy and relax while speaking in front of their friends. They did not show their speaking anxiety. They also gave positive feedback toward the "EXIT" game. Furthermore, the teacher also gave an appraisal for the game. Based on the trial result, the primary goals had met. In short, the "EXIT" game was applicable for overcoming students' speaking anxiety. Keywords: Speaking Anxiety, EXIT game, Educational Game, ADDIE]]>
