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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 27 Documents
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Search results for , issue "Vol 9 No 1 (2021)" : 27 Documents clear
Critical Thinking Implementation on EFL Students' Rhetorical Summary in Reading for Research Course Putra, Ilham Devara Hendar
RETAIN Vol 9 No 1 (2021)
Publisher : RETAIN

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Abstract

In recent decades, the 21st-century skills alliance has established critical thinking skills to achieve students' success. The Rhetorical Summary was presented with the most efficient way to incorporate the students' critical thinking by constructing a highly organised summary to achieve this goal. Therefore, this study is conducted to present how EFL students' critical thinking is implemented in their rhetorical summary writing and investigate how they use their critical thinking in composing their rhetorical summary writing. English department students' rhetorical summary writing results would be the objects of this study. The subjects were 24 students in one of the Reading for Research Courses of State University of Surabaya. Next, to discuss the research objectives, three instruments were utilised in this study—two compulsory and one complementary. The first compulsory instrument is the rhetorical summary and critical thinking rubric, while the second one is the questionnaire. Additionally, the complementary instrument was an unstructured format interview guideline to strengthen the obtained data. It should be noted that the data would be analysed qualitatively through three stages: familiarising-organising, coding-reducing, and interpreting-representing. The results revealed that the students' critical thinking had been implemented in their rhetorical summary writing, particularly in each structure within the summary by following five critical thinking criteria: summarising topic or argument, considering previous assumptions, communicating a point of view, providing evidence of research, and drawing implications. Furthermore, it was discovered that the students used critical thinking to compose their rhetorical summary and determine their best solutions towards the challenges they encountered while writing is on the move.
THE USE OF RCRR (READ, COVER, REMEMBER, RETELL) STRATEGY TO HELP TENTH GRADERS IN COMPREHENDING NARRATIVE READING TEXT Regita, Anita Valeri
RETAIN Vol 9 No 1 (2021)
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Abstract

Read, Cover, Remember, Retell (RCRR) strategy is a learning strategy with an excellent concept to teach the students to comprehend a reading text. Moreover, this study is aimed to find out the use of the Read, Cover, Remember, Retell (RCRR) strategy in teaching narrative reading text done by the teacher in the virtual classroom. This study also tried to determine the students' reading comprehension after practicing the RCRR strategy in the teaching and learning process. The base of this study was using descriptive qualitative as the research design through an observation. Furthermore, the field notes used to collect the data during the teaching and learning process using the RCRR strategy. In three meetings, the teacher implemented the RCRR strategy stages starting from reading, covering, remembering, and retelling sequentially. The field notes showed that the teacher began the learning process by doing pre-teaching activities. Then, the teacher applied read, cover, remember, and retell stages while teaching activities. Moreover, the students' narrative story retelling used to know the students' reading comprehension after the implementation, and it was analyzed by narrative story retelling rubric. This study found that the teacher applied all of those RCRR strategy stages in the teaching-learning process and can help the students comprehend narrative reading text well.
THE USE OF WHATSAPP APPLICATION FOR LEARNING ENGLISH ONLINE DURING CORONA VIRUS DISEASE-19 PANDEMIC Walidaini, Fakhri Anisahril
RETAIN Vol 9 No 1 (2021)
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Abstract

Abstract The purpose of this study was to obtain information about the use of the WhatsApp application for learning English online during the pandemic coronavirus disease-19 (COVID-19). The study used a qualitative method with an inductive approach. The respondents involved were twenty five students from SMP Kartika 4 Surabaya, and 21 respondents were students. To capture all the answers from the respondents, the researcher made statement 1, statement 2, statement 3, statement 4, statement 5, statement 6, statement 7, and statement 8. Interviews were conducted well and structured with questions that had been compiled, linked, and developed with related literature. This study's results are the advantages and disadvantages of each skill in using the WhatsApp application to learn English online during the COVID-19 pandemic. The advantages of learning English online through the WhatsApp application during the coronavirus disease (COVID-19) pandemic were dominated by reading and writing skills. Meanwhile, the lack of learning English online through the WhatsApp application during the coronavirus disease (COVID-19) pandemic was dominated by the ability to hear and speak because it was superior in terms of chat features also text files sent from one another. Keywords: WhatsApp, the use of WhatsApp, learning English online, COVID-19.
The Effect of Simulation Technique on Enhancing Vocational High School Students' Speaking Skill Yanti, Risky Apriliana
RETAIN Vol 9 No 1 (2021)
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Abstract

This research aims to discover the effect of Simulation Technique on enhancing Vocational High School students’ speaking skill. This study was conducted at one of Vocational High School in Surabaya. It involved 60 students majoring in Office Administration program. The research design used by the researcher was Quasi Experimental. There were two classes that had been investigated, Experimental and Control Group. Each group consisted of 30 students in total. Experimental Group was taught using Simulation Technique, while Control Group was taught using the conventional method. The researcher analyzed the data using T-Test and presented it in the form of Quantitative data (number). According to the result of this study, Simulation Technique is effective to help enhance Vocational High School students’ speaking skill. The effect size of Simulation Technique was calculated using Cohen’s d and it was classified as large effect. In conclusion, the students who were taught using Simulation Technique achieve the better score rather than those who were not.
The Quality of Students' Writing Composition in Creating Analytical Exposition Text at Senior High School Faradila, Sonia Cindy
RETAIN Vol 9 No 1 (2021)
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Abstract

Abstrak Penelitian ini bertujuan untuk mendeskripsikan kualitas komposisi tulisan siswa dalam teks analitikal eksposisi. Itu termasuk dalam penelitian kuantitatif deskriptif sebagai desain penelitian. Peneliti melibatkan 32 tulisan siswa pada teks analitikal eksposisi dalam penelitian ini. Tulisan tersebut merupakan hasil karya siswa kelas sebelas dari salah satu SMA di Sidoarjo. Dalam mendeskripsikan kualitas komposisi tulisan siswa, peneliti menggunakan rubrik penulisan yang terdiri dari isi, pengorganisasian, tata bahasa, kosa kata, dan mekanik. Peneliti menganalisis data menggunakan deskriptif statistik analisis. Hasil penelitian menunjukkan bahwa sebagian besar siswa mampu memperoleh skor dari rentang 3 hingga 4 dalam hal konten, pengorganisasian, kosa kata, dan mekanika dalam teks analitikal eksposisi. Namun, mereka memiliki kelemahan dalam menggunakan tata bahasa karena masih banyak ditemukan kesalahan tata bahasa dalam tulisan mereka. Dengan demikian, dapat disimpulkan bahwa hampir semua siswa memiliki kualitas yang baik dalam penulisan teks analitikal eksposisi kecuali dalam hal tata bahasa. Oleh karena itu, mereka perlu meningkatkan kualitas mereka dalam menggunakan tata bahasa saat menulis teks ini agar kualitas tulisan mereka lebih baik dari sebelumnya. Kata Kunci: tulisan siswa, kualitas komposisi menulis, teks analitikal eksposisi Abstract This research aimed to describe the quality of students’ writing composition in analytical exposition text. It employed descriptive quantitative as a research design. The researcher involved 32 students’ writing of analytical exposition texts in this study. Those writing were developed by eleventh grade students from one of senior high schools in Sidoarjo. In describing, the quality of students 'writing compositions, researcher used writing rubrics that consists of content, organization, grammar, vocabulary, and mechanic. The researcher analyzed the data using descriptive statistical analysis. The results showed that most students are able to obtain scores from a range 3 to 4 in terms of content, organization, vocabulary and mechanics in analytical positions text. However, they have a weakness in using grammar because there are still many grammatical errors found in their writing. Thus, it can be concluded that almost all students have good quality in the composition of writing on the analytical exposition text except in term of grammar. Therefore, they need to improve their quality in using grammar when writing this text in order to make their writing quality is better than before. Keywords: student’s writing, writing compositions’ quality, analytical exposition text
THE USE OF ANIMATED VIDEO AS A MEDIA TO ENHANCE STUDENTS’ READING COMPREHENSION IN NARRATIVE TEXT Anggraini, Lulu Hasna
RETAIN Vol 9 No 1 (2021)
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Abstract

Learning English in schools is improving students' understanding of English and applying it in daily life. One of the activities taught in English is narrative text. Narrative texts are usually very long and often make students bored and lazy to learn them. This study is based on the students’ needs who feel bored during reading narrative text in English. Students need a tool that can help them comprehend the story and answer the questions given. The animated video is the answer to this problem. The objectives of this study were to investigate the implementation of animated video as a medium to enhance students’ reading comprehension in narrative text, to use the animated video to enhancing students’ reading comprehension in narrative text, and to know students’ perceptions about the implementation of this medium in learning narrative text. A qualitative approach was used in this study by collecting data from observation and interviews at X MIA 5 MAN Sidoarjo. This study reported that using animated video to enhance students’ reading comprehension in narrative text played a positive role because it could make it easier for them to find the story's content and help them answer reading comprehension questions. They also really like the medium because it allows them to describe the chronological events in the story. Therefore, animated video is a suitable medium to enhance students’ reading comprehension in narrative text. Keywords: animated video, reading comprehension, narrative text.
COLLEGE STUDENTS SELF-REGULATED LEARNING STRATEGIES IN ACADEMIC WRITING AND WRITING PERFORMANCE: CORRELATIONAL STUDY Rochmah, Miftaachur
RETAIN Vol 9 No 1 (2021)
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Abstract

This study aimed at exploring further the correlation between college students’ self-regulated learning strategies and writing performance in the EFL context. Additionally, this present study also investigated the most frequently used strategies of college students’ while completing their written tasks. Writing Strategies for Self-Regulated Learning Questionnaire (WSSRLQ) was administered to 72 junior students majoring in English Education at one of the state universities in Surabaya. The result reported that learners rather used social-behavioral Strategies (M = 3.90), followed by motivational strategies (M = 3.84), cognitive strategies (M = 3.75), and metacognitive strategies (M = 3.74). This study also revealed that there was a medium correlation between self-regulated learning strategies and writing performance (p = .000, r = 0.481). Moreover, the result also showed a correlation between the dimensions of self-regulated learning with writing performances namely metacognitive, cognitive and social-behavioral strategies, yet there is no correlation between motivational strategies and writing performance. Keywords: EFL, Self-regulated learning strategies, Writing Performances

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