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Retain: Journal of Research in English Language Teaching
Published by Universitas Negeri Surabaya
ISSN : 23562617     EISSN : 30322839     DOI : https://doi.org/10.26740/rt.v13i02
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 6 Documents
 1 
Search results for , issue "Vol. 13 No. 01 (2025)" : 6 Documents clear
The Study of Reading Comprehension Questions in Bright an English 2 Based on Barrett's Taxonomy Putri, Tasya Azzahra
Retain: Journal of Research in English Language Teaching Vol. 13 No. 01 (2025)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/rt.v13i01.62937

Abstract

Abstrak Penelitian kualitatif ini menerapkan metode analisis konten untuk menganalisis relevansi pertanyaan pemahaman membaca dalam buku Bright an English 2 (versi kurikulum Merdeka) terhadap jenis-jenis pemahaman dalam taksonomi Barrett. Selain itu, penelitian ini bertujuan untuk mendeskripsikan proporsi pertanyaan di tiga tingkat pemahaman. Tabel checklist digunakan sebagai instrumen untuk mengklasifikasikan setiap pertanyaan membaca ke dalam lima jenis pemahaman: literal, reorganisasi, inferensial, evaluasi, dan apresiasi, berdasarkan kriteria Barrett. Analisis menunjukkan bahwa pertanyaan membaca dalam buku teks hanya relevan dengan empat jenis pemahaman, kecuali 'apresiasi'. Keempat jenis tersebut selanjutnya dikelompokkan menjadi tiga tingkat pemahaman: tingkat rendah (pemahaman literal dan reorganisasi), tingkat menengah (pemahaman inferensial), dan tingkat tinggi (evaluasi). Untuk memeriksa proporsi pertanyaan di ketiga tingkat ini, peneliti menjumlahkan persentase dari setiap jenis pemahaman dalam kelompok tingkat yang sesuai. Hasilnya menunjukkan bahwa pertanyaan tingkat rendah memiliki proporsi tertinggi dalam buku, yaitu 81% dari total pertanyaan, sementara pertanyaan tingkat tinggi memiliki proporsi terendah, yaitu hanya 4%. Akhirnya, menjadi jelas bahwa buku tersebut tidak mencakup semua jenis pemahaman dalam taksonomi Barrett dan tidak mencerminkan proporsi yang seimbang dari ketiga tingkat pemahaman di dalamnya. Buku tersebut seharusnya disusun dengan proporsi yang lebih seimbang dari ketiga tingkat tersebut agar lebih efektif dalam meningkatkan keterampilan berpikir kritis dan pemahaman membaca siswa. This qualitative research applied content analysis method to analyze the relevance of reading comprehension questions in the textbook Bright an English 2 (kurikulum Merdeka/Freedom curriculum version) to the comprehension types in Barrett’s taxonomy. Additionally, the study aimed to describe the proportions of questions across three comprehension levels. A checklist table was used as an instrument to classify each reading question into five comprehension types: literal, reorganization, inferential, evaluation, and appreciation, based on Barrett’s criteria. The analysis revealed that the reading questions in the textbook were relevant to only four comprehension types, excluding ‘appreciation’. These four types were further grouped into three comprehension levels: low-level (literal comprehension and reorganization), middle-level (inferential comprehension), and high-level (evaluation). To examine the proportions of questions across these levels, the researcher summed up the percentages of each comprehension type within their corresponding level groups. The results showed that low-level questions have the highest proportion in the textbook, representing 81% of the total questions, while high-level questions have the lowest proportion, at only 4%. Finally, it became evident that the textbook does not cover all the types of comprehension in Barrett’s taxonomy and fails to reflect a balanced proportion of the three comprehension levels within it. The textbook should be organized to include a more balanced proportion of these levels to more effectively enhance students’ critical thinking and reading comprehension.
British Parliamentary Debate as a Strategy to Assist Eleventh Graders’ Speaking Skills on Using Agreement and Disagreement Expressions Muhammad, Fathur
Retain: Journal of Research in English Language Teaching Vol. 13 No. 01 (2025)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/rt.v13i01.65131

Abstract

Abstrak Tujuan dari penelitian ini adalah untuk menyelidiki tanggapan dan tantangan yang dihadapi siswa setelah menggunakan debat sebagai strategi untuk membantu keterampilan berbicara siswa pada materi persetujuan dan ketidaksetujuan. Penelitian ini menggunakan metode kualitatif dengan subjek siswa kelas XI di sebuah sekolah menengah swasta di Sampang, yang terdiri dari 11 siswa. Data dikumpulkan dari data primer melalui wawancara dan dianalisis menggunakan model analisis Miles dan Huberman. Wawancara semi-terstruktur dilakukan untuk menjawab pertanyaan penelitian pertama dan kedua. Hasil penelitian ini menunjukkan bahwa penggunaan debat sebagai strategi membantu keterampilan berbicara siswa pada materi persetujuan dan ketidaksetujuan dalam berbagai aspek seperti kelancaran, perolehan kosakata, kepercayaan diri, dan berpikir kritis. Hasil tanggapan siswa juga menunjukkan bahwa terdapat beberapa tantangan yang dihadapi siswa selama debat, seperti kekurangan kosakata, manajemen waktu, pengendalian emosi, berpikir dan berbicara dalam bahasa Inggris secara bersamaan, serta kurangnya pemahaman mendalam terhadap topik. Abstract The purpose of this study is to investigate the students’ responses and challenges after using debate as a strategy to assist students speaking skills on agreement and disagreement material. This study employed a qualitative method with the subjects of eleventh graders at private high school in Sampang, consisting of 11 students. The data was collected from primary data through interviews and analyzed it by using Miles and Huberman analysis model. Semi-structured interviews were conducted to answer the first and the second research question. The results of this study indicate that the use of debate as a strategy assisted students' speaking skills on agreement and disagreement material in various aspects such as fluency, vocabulary acquisition, confidence, and critical thinking. The result of students’ responses also shows that there are several challenges faced by the students during debate such as; lack of vocabulary, time management, handling emotions, thinking and speaking in English simultaneously, and lack of in-depth understanding of the topic.
The Implementation of Reflective Teaching Strategies in Secondary School in Surabaya Safi'i, Nissak Azizah Ayu
Retain: Journal of Research in English Language Teaching Vol. 13 No. 01 (2025)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/rt.v13i01.63347

Abstract

Reflective teaching is a successful instructional technique in which teachers evaluate their performance, evaluate others, evaluate their methods, and welcome honest feedback from those who are willing to learn. Mathew's Reflective Teaching Strategies theory, explains that seven aspects can be used in implementing reflective teaching strategies, namely, Reflective Journals/Diaries, Collaborative Learning, Recording Lessons, Educator Feedback, Peer Observation, Student Feedback, and Action Research. The purpose of this study is to find out how teachers implement reflective teaching strategies in the classroom and how consistently or how often teachers implement them. The researcher used descriptive qualitative and the data analysis was conducted in two stages. The first stage is observation. Observations were conducted in two classes in one private school in West Surabaya and the interview was conducted with one English teacher. The results showed that the teacher used four of the seven characteristics of reflective teaching. Based on the findings from this study, it can be said that the teacher applied reflective teaching methods during the learning process. As a result, the teacher consistently uses reflective teaching practices and strives to innovate their teaching in every meeting.
Viewing Activities through Video Based on Emancipated Curriculum for Senior High School Students Rahman, Alifiardi Aditya Maulana
Retain: Journal of Research in English Language Teaching Vol. 13 No. 01 (2025)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/rt.v13i01.66052

Abstract

Viewing Skill is a recent language skill that involves visual media. This study aims to examine the implementation of learning and the results of student worksheets when viewing skills are applied. This qualitative descriptive study, conducted through classroom observations, involves one teacher and 33 out of 42 students from class 11. The findings show that (1) the implementation of viewing skills in the learning activities has been effective based on the observations made, but improvements are needed in the execution of viewing skills instruction, (2) the students' learning outcomes after the application of viewing skills indicate that students perform better when answering questions with the help of visual aids, such as images. The researcher recommended combining viewing skills with methods that foster critical or analytical thinking. Teachers were encouraged to use visual media, such as relevant educational videos and films, and integrate viewing skills with activities like discussions or writing to enhance the learning process.
Foreign Language Anxiety among 12th Grade Senior High School Students Rachman, Muhammad Taufiqur
Retain: Journal of Research in English Language Teaching Vol. 13 No. 01 (2025)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/rt.v13i01.67386

Abstract

Anxiety appears to be a significant barrier for students learning English, as it can lead to negative self-perceptions and impact various factors essential to the learning process. Consequently, students may fail to attain a high or expected level of English proficiency, particularly in terms of speaking fluency. Twelfth-grade students at a private senior high school in Surabaya report experiencing fear or anxiety when speaking English, largely due to the challenges involved in communicating with teachers and peers during the English learning process. The aim of this study is to examine the levels of English speaking anxiety among twelfth-grade students at this private high school. Employing a descriptive quantitative approach, the study utilized a structured questionnaire to address the research questions and gather data. The instrument used was the Foreign Language Classroom Anxiety Scale (FLCAS), which comprises 33 items specifically designed to assess English speaking anxiety. A total of 173 students participated in the study, selected through convenience sampling. Findings revealed that 133 students exhibited moderate anxiety levels, 29 students demonstrated low anxiety, and 11 students experienced high anxiety. Key factors influencing anxiety included comprehension difficulties in communication, anxiety related to testing, and fear of negative evaluation. The results have important implications for English learners who experience speaking anxiety, as well as for their instructors. These insights may contribute to the development of more effective teaching strategies and improve educators’ understanding of student anxiety in the language learning context.
Exploring Students’ Oral Communication Problems and Strategies in the Intermediate Communication Skill Course Wulandari, Novita
Retain: Journal of Research in English Language Teaching Vol. 13 No. 01 (2025)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/rt.v13i01.72106

Abstract

This study aims to find out the most common communication problems and strategies used in the Intermediate Communication Skill course. This research was carried out at the State University of Surabaya by involving 100 students from the 2024 cohort who are currently in their second semester. This study employed descriptive quantitative study by using 95% confidence level and 7% margin of error, involving a sample of 100 students out of a total population of 234. The data were collected through closed and open-ended questionnaires adopted based on Dornyei and Scott (1997) taxonomy of communication problems and strategies. The data were analyzed by using SPSS with descriptive statistics, including mean and standard deviation, then supported by the responses from the open-ended questionnaire. The result of the study shows that students often face problems related to processing time performance problem and tend to use strategies such as asking for repetition, use of fillers, and asking for clarification during the Intermediate Communication Skill course. These findings suggest that students tend to select specific strategies depending on the communication problems they encounter. Therefore, it is recommended that students are encouraged to apply appropriate strategies according to the problems they face. It is also suggested that lecturers incorporate more varied learning activities to help students use communication strategies more effectively.

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