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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 29 Documents
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Search results for , issue "Vol 9 No 2 (2021)" : 29 Documents clear
The Application of Audio Recording in a Smartphone to Assist Students' Speaking Skills in Senior High School Santika, Nathanael
RETAIN Vol 9 No 2 (2021)
Publisher : RETAIN

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Abstract

Abstract In this study, the researcher is interested in knowing how the teacher uses the audio recording strategy to help students with their speaking skills. Students can use the audio recording to analyze their speaking skills and explore how to speak fluently with their classmates. Since the audio recording contains pauses and repetitions, students are better prepared to say confidently. As a result, it would encourage students to use English more often. The data was gathered through observation and communicating rubric performance. The results found that the teachers used the audio recording to assist their speaking activities. The researcher hopes that implementing this strategy will help the students with their speaking abilities. Keywords: Speaking skills, learning media, audio recording.
Metacognitive Strategies Used By English Department Students in Argumentative Essay Writing Nugrahani, Wahyu Artikasari
RETAIN Vol 9 No 2 (2021)
Publisher : RETAIN

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Abstract

Writing has been a complex language skill to attain by students. In the EFL context, writing is more complicated because students need to consider the appropriate language to express their ideas in a foreign language. Therefore, they use writing strategies to assist them in solving their writing difficulties. However, little qualitative research had done to explore the metacognitive strategies used by undergraduate students, especially in English Department, in the EFL context. Thus, the present study attempted to describe how the students used metacognitive strategies in their argumentative essays writing. The subjects of this study were four English Department students of one of the state universities in Surabaya, which has an Expository and Argumentative Essay Writing class. The data were collected through semi-structured interview so that the students could willingly elaborate their answers. The result showed that the students had various ways of using metacognitive strategies. For planning strategies, all of the students decided the topic for their essay and read some source materials before developing the outline and made an outline, while one of them also used mapping. For monitoring strategies, all the students tried to manage their time to complete their essays. They also re-read their pieces before and after they finished them. It was to make sure the goals they set were achieved and the contents of their essays related to the topics. Lastly, for evaluating strategies, all of the students got feedback from their lecturers, and some of them also sought input from their peers. They also assessed their strategy and decided to stick to them even though they still had writing difficulties.
Developing "MAGIC SAGA" Game as a Medium for Enriching Vocabulary of Eleventh Graders Sari, Dewi Puspita
RETAIN Vol 9 No 2 (2021)
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Abstract

This study aimed to describe the development process, including the quality validation and the practicality of the 'Magic Saga' game as a medium for enriching the vocabulary of eleventh graders. This study adopted the ADDIE approach by Branch (2009) to develop the media. This study took place at a high school by involving eight students and one teacher to test the game's practicality. On the other hand, one of the English lecturers validated the quality of the game. The validation score for content and design was 3.98 that categorized as 'excellent.' Based on observation and interview results; the students showed attractive interactions. Also, they gave good comments toward the Magic Saga game. Moreover, Students said that they were motivated to learn and practice vocabulary. Magic Saga game got good appraisal from the teacher and also a lecturer. While playing the game, the primary goals had met, and it concluded that the Magic Saga game was applicable for the English teaching and learning process.
Exploring Learner Autonomy in Online Classes Among Indonesian EFL Students Noviadayanti, Yossi Rifki
RETAIN Vol 9 No 2 (2021)
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Abstract

Global pandemic has made all school move the teaching-learning process into online. This change come with the demand for students to be more autonomous. The aim of this study is to examine Indonesian high school students’ beliefs on their learner autonomy as well as students’ practices in developing learner autonomy amidst the global pandemic. The subjects of this study were fifteen senior high school students. By employing qualitative design, this study used semi-structured interviews and learning logs as the research instrument. Semi-structured interviews were done to gather data about students’ beliefs on their learner autonomy. Meanwhile, learning logs were filled by the students to obtain data about students’ practices in developing learning autonomy. The findings of this study indicate that, albeit preferring face-to-face learning, the majority of students demonstrate characteristics of autonomous learners such as being able to set learning goals and choosing their learning materials. Furthermore, students show various autonomous learning activities outside their classroom.
EFL University Students’ Translation Beliefs in Reading Comprehension and Its Correlation with Their Reading Comprehension Setianing Rizki, Deka Dwi
RETAIN Vol 9 No 2 (2021)
Publisher : RETAIN

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Abstract

Translation is believed toelp students to obtain good comprehension in reading because according to the process of translation, it helps students to comprehend the content of a text. Yet the use of translation was prohibited since in the end of 19th century. However, it is still useful if it is used properly. Therefore, this present study was conducted to explore translation beliefs in reading comprehension of EFL university students and its correlation with their reading comprehension. To conduct the participants’ translation beliefs, it implemented descriptive quantitative analysis. The data were acquired online towards 80 English department students. The questionnaire covers 5 Likert-scale questionnaire of students’ translation beliefs in reading comprehension, and the students’ TEP (Test of English Proficiency) score for reading comprehension score was also required. The result of the descriptive quantitative analysis revealed that most of the students thought that translation bring positive impact such as understanding new vocabulary or phrase, and grasp idea in each paragraph of an English text (M=3.68). Also, most of the students felt translation was useful and enjoyable (M=3.58). For the correlation, the result of Pearson Product Moment showed that the correlation between students’ translation beliefs in reading comprehension and their reading comprehension was negatively correlated (p value = .001) with low coefficient level (r = - .370). Thus, the correlation between the variables was opposite. The more the participants had translation beliefs, the lower reading comprehension score they had and vice versa.
EFL Teachers' Perception toward the Implementation of Integrated Grammar Teaching Amidst the Global Pandemic Dwipa, Bayu Bima
RETAIN Vol 9 No 2 (2021)
Publisher : RETAIN

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Abstract

This study was conducted to explore the implementation of integrated grammar teaching amidst global pandemic, then the teachers' perceptions towards integrated grammar teaching amidst global pandemic, and the challenges they faced in implementing integrated grammar teaching. This research is necessary considering the shift from offline learning into online learning give a significant alteration. Then, it also necessary to know the implementation of integrated grammar teaching in online learning since the readers could understand the implementation of grammar teaching, teachers’ perception towards it, and challenges they have face in implementing integrated grammar teaching. To determine the purpose of the study, the researcher conducted an observation using observation field notes and a semi-structured interview with all two English teachers in one of the schools in Gresik. This study used a qualitative approach with a phenomenological design. From the result of the study, it was found that the English teachers in that school implemented integrated grammar teaching well. Then, the researcher also found that all teachers considered that integrated grammar teaching is vital to be taught to the students. In addition, they also argued that the students' grammatical errors must be corrected to prevent and minimize their grammatical errors. However, the teachers faced several challenges in implementing integrated grammar teaching, for instance, the student's lack of motivation, insufficient teaching time, and reading-centered learning. Therefore, they need several supports to deal with those challenges, such as additional teaching time if the online learning is extended, the change of school syllabus, and teacher practice or training to help them improve their teaching skills. Keywords: Grammar, integrated grammar teaching, perception, teachers' perception, challenges, global pandemic
The Correlation Between College students’ Reading Anxiety and Their Reading Strategies. Risanta, Arfan Adji
RETAIN Vol 9 No 2 (2021)
Publisher : RETAIN

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Abstract

This research aims to explore further about students reading anxiety level and investigate that reading anxiety still exist in university levels, also, finds the most used reading strategy of college students. Subsequently, this present study also investigates the correlation between reading anxiety and the reading strategy students used. The Foreign Language Reading Anxiety Scale (FLRAS) and SORS (The Survey of Reading Strategies Questionnaire) has been conducted on 60 sophomore students in the English department at one of the state universities in Surabaya. The result reported that reading anxiety still exists at university levels, with details 10 students (17%) of the participant are categorized as high groups, 28 students (47%) are categorized as Medium, and 22 students (36%) categorized as low anxiety groups. This research also reports that, Problem-Solving reading strategy (PROB) is the frequently used reading strategy (M=3.702), followed by the Global reading strategy (GLOB) (M=3.63) and the fewest used reading strategy Support reading strategy (SUP) (M=3.39). Additionally, the result shows that there is no correlation between college students reading anxiety and reading strategy in total p=0.99, PROB p=.255, GLOB p=.238, SUP p=.522.
THE IMPLEMENTATION OF SUMMARIZATION STRATEGY IN TEACHING READING TO SENIOR HIGH SCHOOL Lum'ah, Dhuriyatul
RETAIN Vol 9 No 2 (2021)
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Abstract

This study chose reading as a subject to be studied because it was an essential skill in learning foreign language. English reading skill in senior high school had a big part to play in support the other skills in learning English. This research study was aimed to describe the implementation of the summarization strategy in teaching reading to senior high school that conducted at SMAN KABUH. This research study structured with the following questions: (1) how is the implementation of the summarization strategy in teaching reading to the tenth grade of senior high school? And (2) how are the students’ responses toward the implementation of the summarizing strategy in teaching reading?. This research study showed that the summarization strategy was helping students understand after reading a narrative text. This research also proved the benefits of summaries. The result of the observations proved that the students in grade X at SMAN Kabuh had difficulty reading skills. It was expected that teachers used a new strategy to overame the students' challenge in reading comprehension. Hence, the teacher chose the summarization strategy as suggested by the researcher. The summarization strategy was effective to help the students' problem in reading, especially about reading comprehension. The observation checklist revealed that the classroom activities were well-managed. The study's findings revealed an improvement in pupils' reading comprehension abilities. This was evident from the findings of student observations and questionnaires. All students could reach the standard. Keywords: summarizing strategy, reading, narrative text.
Exploring Authentic Assessment of Online EFL Classrooms in a Senior High School Fitrianingrum, Fifi
RETAIN Vol 9 No 2 (2021)
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Abstract

The objectives of the study are to explore the implementation of authentic assessment, particularly performance assessment, portfolio assessment, and project assessment during online learning, the problems or obstacles encountered by both English teachers and the students, and the solutions taken to overcome those problems. The data are obtained by conducting a semi-structured interview with the Vice-Principal of Academic Affairs and Curriculum, two English teachers who teach XI grade and X grade students, and the students of XI and X grades in the academic year 2020/2021 consist of 9 students in total. The results of the study reveal that authentic assessments were implemented only for assessing students’ productive skills, and the teachers applied authentic assessment during online learning and when a hybrid system was run. The teachers gave various types of assignments in the process of implementing authentic assessments, and both English teachers and the students encountered several problems related to the application of authentic assessment and online learning. However, the teachers, as well as the students, could find effective solutions to their problems. Keywords: authentic assessment, English teachers, students, online learning.
Exploring Learning Strategies on English Speaking Skill for Visually Impaired Students at SMPLB A YPAB Surabaya Hikmah, Nurul
RETAIN Vol 9 No 2 (2021)
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Abstract

This article describes the results on examining learning strategies applied by visually impaired students in learning English speaking skills including the strength and weaknesses of using it. This study involved 10 students of 8th and 9th graders SMPLB A YPAB Surabaya, using a qualitative descriptive research design. The data collection included student interviews and field observations. The results revealed that students applied several learning strategies include memorizing when they prefer to remember rather than note; cognitive such as practice, repeating, translating; social strategies as indicated by asking their teacher or others, ask for reviews, additional explanations, and confirming; compensation, by overcoming speaking limitation, trying to provide answers, and using language mixing. This also equipped with assistive technology utilization during learning such as using screen reader on their smart phone. Those assist their learning activities more effective and efficient. The implementation of those strategies influenced by the learner autonomy which determines the frequency of using selected strategies and the achievement of applying it. Therefore, they can overcome the differences in learning methods they received from the English teacher at school. Thus, visually impaired students have own learning strategies that they can apply according to their ability to understand English especially for speaking skills.

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