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<![CDATA[The Correlation between EFL Students' Self Efficacy in Speaking and Their Speaking Performance ]]>
<![CDATA[Arlinda, Fitrin]]>
<![CDATA[ RETAIN : Journal of Research in English Language Teaching Vol. 10 No. 01 (2022) ]]>
Publisher : <![CDATA[Universitas Negeri Surabaya ]]>
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<![CDATA[This iresearch aims to iexplore further about the students’ level of self-efficacy in speaking and investigates theicorrelation ibetween EFL students’ iself-efficacy in ispeaking and itheir ispeaking performance. Theiresearcheriapplied quantitative method. There were 60 seventh grade studentswho participated in this study, they came from one of the MTSN in Magetan, East Java.This research used Speaking Skills Self-Efficacy Beliefs (SSSEB) as the iquestionnaire and ispeaking test to imeasure students’ ispeaking iperformance. The result reported thatmost of students have moderate level of self-efficacy in speaking, with details 10 students (16.67%) are categorized as low self-efficacy in speaking performance and 50 students (83.3%) are categorized as mediumself-efficacy, while there was no one students icategorized as high self-efficacy in their speaking performance.This studyalso reports thatEFL students speaking self-efficacyihas positive correlation with their speaking performance,(p-value= 0.000, r= .450), in which the correlation coefficient was categorized as moderate.]]>
<![CDATA[Students' Perception in Experiencing Reading Descriptive Text Digitally ]]>
<![CDATA[Subekti, Lodewyk Elfeiand]]>
<![CDATA[ RETAIN : Journal of Research in English Language Teaching Vol. 10 No. 01 (2022) ]]>
Publisher : <![CDATA[Universitas Negeri Surabaya ]]>
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<![CDATA[COVID-19 Pandemic makes Indonesian students have to conduct school learning activities from home. It makes the students have to read their books digitally using a mobile phone or laptop which they never did before. This research is intended to know Indonesian students’ perceptions in digital reading and how they adapt to the digital reading in descriptive text. The method used in this research is qualitative research and uses interviews to answer the research question. The students stated they found difficulties in their focus, their eye sore, short battery lifetime problems, uneasiness in finding reading material, and still haven't adapted to digital reading.]]>
<![CDATA[The Use of Board Game as a Teaching Technique for Assisting Ninth Graders Speaking Ability ]]>
<![CDATA[Masyhuroh, Luisita Khadlrotul]]>
<![CDATA[ RETAIN : Journal of Research in English Language Teaching Vol. 10 No. 01 (2022) ]]>
Publisher : <![CDATA[Universitas Negeri Surabaya ]]>
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<![CDATA[Speaking is one of the English skills besides listening, reading, and writing. It is an activity to generate language and share ideas orally. In this study, the researches show that an attractively packaged “Board Game” will make it easier for students to speak up. The method used is using qualitative and conducting research in one of the MTs schools in Gresik. In this study, the teacher conducted pre-teaching, teaching, and post-teaching exercises. The use of “Board Game” occurs during pre-teaching and teaching. The material used in this game is to ask for and give information related to conditions, activities, and actions in the present. In the final stage, the teacher provides the application of the use of speaking skills assessment rubrics. Many students dare to speak and achieve the desired target. Based on these findings, the researcher concluded that the “Board Game” can be used as a teaching technique to help students in speaking practice particularly related to asking for and giving information about current conditions, activities, and actions.]]>
<![CDATA[EFL Teachers' Perception on the Implementation of Collaborative Writing Hortatory Exposition Text for Eleventh Graders ]]>
<![CDATA[Yulianingsih, Diah Rahmi]]>
<![CDATA[ RETAIN : Journal of Research in English Language Teaching Vol. 10 No. 01 (2022) ]]>
Publisher : <![CDATA[Universitas Negeri Surabaya ]]>
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<![CDATA[This study was conducted to explore the implementation, the teachers’ perceptions, and the challenges they experienced during the implementation of collaborative writing. The present study is necessary to be conducted since several problems were found in teaching writing, especially in foreign language classrooms. Thus, it is crucial to understand the implementation of collaborative writing. It is beneficial for both students and teachers to overcome the problems during the teaching-learning process. Then, the teachers’ perceptions are also important to be explored because they can reveal the teachers’ strategies to manage the classroom conditions. Also, the challenges in implementing collaborative writing need to be explored since it can enlighten the readers and help them avoid the same problems during the implementation of collaborative writing. In order to establish the purpose of the study, the researcher conducted an observation using observation field notes and a semi-structured interview with two English teachers in one of the schools in Sidoarjo. The present study used a qualitative approach to describe the research objective. Based on the result of the study, it was found that the English teachers in a particular school implemented collaborative writing successfully. Then, it was found that both teachers acknowledged that collaborative writing could benefit the writing process and the students' final works. However, teachers also faced several issues during implementing collaborative writing, for instance, the limited time for teaching, the unfair issue of students’ participation, and the assessment for each student. Therefore, they need additional time to let the students share ideas and teaching training to maximize their teaching skills using a collaborative writing strategy.]]>
<![CDATA[The Correlation between EFL Students' Self Efficacy and Their Speaking Ability ]]>
<![CDATA[Maharani, Ravita]]>
<![CDATA[ RETAIN : Journal of Research in English Language Teaching Vol. 10 No. 01 (2022) ]]>
Publisher : <![CDATA[Universitas Negeri Surabaya ]]>
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<![CDATA[Self-efficacy is a crucial aspect of initiating several activities, specifically in terms of public speaking in EFL student learning. Public speaking skills are essential for students to have an adequate speaking skill, while self-efficacy is one of the psychological factors which can influence the student’s achievement in mastering speaking skills. Hence, self-efficacy in English public speaking can be interpreted as students' beliefs about their proficiency to perform public speaking well. This research aims to find a significant relationship between students’ self-efficacy and their public speaking performance in an English learning program. The population of this research is 50 students from one of the High Schools in Lamongan. The research uses the quantitative method to collect, analyze, and interpret the results of the research. Furthermore, it is included in the correlational research, which is a quantitative method formulated to reveal the correlation between two variables. The Pearson product-momentcorrelation coefficient is used in this research by using the SPSS program in processing the data to determine the relationship. The result of this research indicates that the calculation of r for the student’s self-efficacy and their public speaking performance score is .844 which proves that the two variables have a positive relationship. According to the correlation interpretation, it can be stated that the interpretation between variables X (self-efficacy) and Y (public speaking) is considered as a very high correlation (.80 -.999). In addition, from the significance (2 tailed), the researcher acquires the score 0.01 which determines Sig<0.05 so the null hypothesis (H0) is rejected. Therefore, it is clear that a positive correlation was found between students' self-efficacy and their public speaking performance.]]>
<![CDATA[Implementation of Kid Animation on Youtube as Learning Media in Teaching Vocabulary to Young Learners ]]>
<![CDATA[Oktrianur, Hafirsyani Rizka]]>
<![CDATA[ RETAIN : Journal of Research in English Language Teaching Vol. 10 No. 01 (2022) ]]>
Publisher : <![CDATA[Universitas Negeri Surabaya ]]>
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<![CDATA[This study mainly discussedteachers’ experiences related to the implementation and problems while using kid animations on YouTube as one of the learning media in the context of teaching vocabulary to young learners. Indeed, kid animations are suitableto be implemented by teachers in this advanced era because ofthe technology’s development. On the one hand, teaching vocabulary to young learners belongs to a significant matter since vocabulary itself is the main foundation for a person who wants to learn a language, especially for young learnerswho have an audio-visual learning style.So, this study was designed as qualitative researchby using 2 instruments, which were: observation, and open-ended interviews with 2 English 5thgrade teachers in one of Islamic school in Sumenep, East Java, Indonesia.The result of this study revealedthat the 3 stepsof the implementation of this learning media starting from: Pre-implementing, while-implementing, and post-implementing couldbe utilizedso wellin the class. Furthermore, the study showedthat the teachers have solutive ways when they face several obstacles in using thislearningmedia. Therefore, the researcher claimed that this study will help and inform the readers when they want to apply kid animations on YouTube as attractive learning media in teaching vocabulary to young learners.]]>
<![CDATA[Improving Reading Skill Using Jamboard for Senior High School Students ]]>
<![CDATA[Ramadhani, Talitha Ayu]]>
<![CDATA[ RETAIN : Journal of Research in English Language Teaching Vol. 10 No. 01 (2022) ]]>
Publisher : <![CDATA[Universitas Negeri Surabaya ]]>
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<![CDATA[This study aimed to determine whether the Jamboard can improve the reading abilities of senior high school students. This research employed a quantitative approach. This research was conducted using a pre-experimental design. This study utilized only one class group. Hence there was no experimental class and no control class. The instruments used in this investigation are the pre-test and post-test. The researcher designed the instructional materials, lesson plan, pre-and post-tests, and the media. Both the pre-test and post-test were presented in G-form. The pre-and post-tests comprised four texts and twenty questions in total. The pre-test was administered before administering treatment to the students, whereas the post-test was issued after the treatment. The treatment consisted of four sessions. This investigation was conducted at a private senior high school in Surabaya, with the participation of 12 tenth-graders. The post-test scores of the students were much higher than their pre-test scores. The mean of the pre-test score was 42.92 and 75.42 for the post-test, and the data indicated that this media had a significant effect size on the students' reading abilities because it has a value of 2.3 from the standard that has been set, which is <0.5. Therefore, it can be concluded that Jamboard media can help improve students' reading ability because the data results show a significant increase in student scores. Also, the researcher suggests that this Jamboard media can be used to teach students how to read because it has a positive effect on both teachers and students as they learn.]]>
<![CDATA[EFL Students' Perception towards the Use of Instagram in Speaking English ]]>
<![CDATA[Aidah, Rachmah Shofiatul]]>
<![CDATA[ RETAIN : Journal of Research in English Language Teaching Vol. 10 No. 01 (2022) ]]>
Publisher : <![CDATA[Universitas Negeri Surabaya ]]>
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<![CDATA[Social media has gained massive popularity over the last ten years. As the result, social media is used in many different sectors including in education. As an educator, teachers can utilize social media as a tool to facilitate the student’s experiences, especially in language learning. Furthermore, among the popular social media, Instagram has been widely used in the educational field following its features where it is possibly used in language learning activities. Therefore, this study aims to investigate the secondary-level students' perceptions about the use of Instagram to practice speaking English in EFL classroom. This is a quantitative descriptive study that uses a survey to collect the data. Furthermore, a set of Likert-scale questionnaires with four option scales is used as the instrument. The population of the study was eleventh-grade students from one of a private schools in Surabaya. Furthermore, the sample of this study was 52 students taken by convenience sampling. The result of the study shows that the students see Instagram positively. The students find Instagram as a tool that provides a new way for them to practice speaking English. Instagram offers a different atmosphere for the students to practice, and it helps them to be more confident. Additionally, they also feel motivated.]]>
<![CDATA[The Implementation of Quziz in Vocabulary Learning Activities: Students Perception and Motivation ]]>
<![CDATA[Brahmana, Arsyan Allbie Armando]]>
<![CDATA[ RETAIN : Journal of Research in English Language Teaching Vol. 10 No. 01 (2022) ]]>
Publisher : <![CDATA[Universitas Negeri Surabaya ]]>
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<![CDATA[One of the well-known digital game-based media is called Quizizz. Quizizzis an instructional media that is very helpful in learning and helps students enjoy and have more fun when taking lessons. This research aimsto describe how students’ perception and motivation towards the use of “Quizizz” in the classroom. This research used a qualitative method since it employed a case study. Moreover, the researcher conducts this research in a limited or small-scale study case. The data source in this research is students from one of Junior High School in Surabaya. The researcher used observation and semi-structured interview to get the deeper data from the participants. The participants of this research are eight students from online classes. The researcher uses descriptive data analysis to interpret the transcribed data from the interview. Learning vocabulary using instructional media “Quizizz” succeedsin attracting students' attention to keep them following the lesson. Students’ perception towards the use of Quizizz as a learning media in the classroom gives positive responses. When students are interested in the lesson, they get more motivated and easier for them to understand the materials. This research focuses on how students’ perception and motivation towards digital game-based media "Quizizz" as instructional media to learn English vocabulary in the classroom. Using appropriate and interesting media as a learning tool can help students be more interested and motivated in following the English lessons.]]>
<![CDATA[Promoting Metacognitive Listening Strategy through Task-based Approach in the Teaching of Listening ]]>
<![CDATA[Zuhro, Putri Fatimatuz]]>
<![CDATA[ RETAIN : Journal of Research in English Language Teaching Vol. 10 No. 01 (2022) ]]>
Publisher : <![CDATA[Universitas Negeri Surabaya ]]>
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<![CDATA[Listening is an essential skill in learning a foreign language since it may support the learners in understanding the input and their language development. However, the students faced some difficulties in mastering their listening skills. The teacher needs to support the students by implementing the right approach and giving them a suitable listening strategy. One of the listening strategies that might help students control their learning and solve their problems is metacognitive listening. Moreover, task-based approach is one of the approaches that aid the teacher in promoting a metacognitive listening strategy. Focusing on a task-based approach and metacognitive listening strategy, this study aims to determine whether implementing a task-based approach can help the students understand how to use metacognitive listening strategy. The study was conducted with a case study as the research design. In addition, the data of this study were collected through interview and observation. The participant of this study was the teacher in one senior high school in Gresik. The data showed that implementing a task-based approach is beneficial for promoting the use of metacognitive listening strategy for senior high school students.]]>
