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Him'mawan Adi Nugroho
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English Department, Faculty of Languages and Arts, Universitas Negeri Surabaya Building T4, 2nd floor, Kampus Lidah Wetan, Universitas Negeri Surabaya, Surabaya, Indonesia
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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 7 Documents
 1 
Search results for , issue "Vol. 13 No. 02 (2025)" : 7 Documents clear
Pre-Service EFL Teachers’ Anxiety during Teaching Practicum at Senior High School: Causes and Solutions Candra, Nelidya Nabila Putri
RETAIN : Journal of Research in English Language Teaching Vol. 13 No. 02 (2025)
Publisher : Universitas Negeri Surabaya

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Abstract

Introduction to the Schooling Field (PLP) is a mandatory practice for the Bachelor of Education Program that provides an introduction to the field related to schooling carried out outside of higher education. In this study, the researcher focuses on what anxiety pre-service EFL teachers experience during the teaching practicum at senior high school and what solutions they find to that anxiety. Qualitative research is employed in this study to gather data with detailed insight. This research is a case study involving English language education students in the class of 2020 who have undergone PLP (Introduction to the Schooling Field) and become pre-service EFL teachers at partner schools. The researcher examines the information gathered, which is gathering information from the participants on the open-ended, close-ended questionnaire and also through interviews. Examining the data on the anxiety that pre-service English teachers experience due to cognitive, affective, and also social-cultural aspects when they are teaching in a senior high school and the solutions to the anxiety that they experience during the teaching practicum. Future research on the anxiety of aspiring EFL teachers should focus on anxiety-reduction techniques by investigating various educational environments, cutting-edge technology solutions, successful mentorship models, and extensive support networks. This will improve pre-service teachers' well-being and professional development while making learning more efficient and exciting for their students.
The Use of Pronunciation Training Based on Automatic Speech Recognition of ELSA Speak Application for EFL Students Febrianti, Rizky Liliani
RETAIN : Journal of Research in English Language Teaching Vol. 13 No. 02 (2025)
Publisher : Universitas Negeri Surabaya

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Abstract

English is the most used language for communication in fields such as international trade, diplomacy, education, and international telecommunications. Knowing the importance of communication in this era, English is being taught worldwide, including in Indonesia, with the aim of equipping EFL students with proficiency to open up a wide range of future career opportunities. But, is not that easy to learn pronunciation, when practicing pronunciation, errors in phonology or pronunciation are common. Fortunately, technological advancements in education offer solutions for this case. The ELSA Speak application supported with Automatic Speech Recognition (ASR), helps students in practicing their pronunciation. A high school in Krian has adopted this application as a learning tool in English classes to improve the pronunciation skills of EFL students. This research aimed to discover how the implementation of the ELSA Speak application as student’s learning partner, the impact of the app on students’ pronunciation ability, and the students’ responses toward the performance of the application. This study used a mixed method that combined qualitative and quantitative data. The number of samples was 30 students. The findings revealed that: (1) The ELSA Speak was implemented as a partner for training difficult and new vocabulary pronunciation. This application offers flexible online pronunciation exercise, artificial speech recognition, pronunciation analysis and constructive feedback to improve the students’ speaking skills. (2) The average of students’ pre-test and post-test scores had growth up to 72%, the paired sample t-test using SPSS showed that the t-value > t-table (35.288 > 1.69913) with a significance level of 0.05 > 0.000. It can be concluded that H0 is rejected which means there is a difference between the pre-test and post-test results, and the result of effect size formula showed that the effect of this treatment was 0.64. The effect size between 0.2 < ES < 0.8 indicated to be a medium-category effect. (3) All the questionnaires related to the ELSA Speak application’s performance obtained positive responses, which means that the students were satisfied with the ELSA Speak application performance. In conclusion, the ELSA application proved its effectiveness as a tool and practice partner in improving students' pronunciation skills, the features of this app fill the needs of students to practice important aspects such as accuracy, fluency, stressing, and intonation to be able to pronounce words correctly.
Correlation between Junior High School Students’ Self-Efficacy in Writing and Their Writing Performance Dian Aushaf Yasmin; Rahayu Kuswardani
RETAIN : Journal of Research in English Language Teaching Vol. 13 No. 02 (2025)
Publisher : Universitas Negeri Surabaya

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Abstract

This study’s purpose is to find out the writing self-efficacy level of eighth-grade students in a public junior high school in Surabaya and the correlation between students’ self-efficacy in writing and their writing performance. The data is gathered by using a questionnaire to measure the self-efficacy level and students’ latest writing assignment to measure their writing performance. This study used Pearson’s correlation method at first, but since the data distribution was considered abnormal, Spearman’s correlation method was chosen instead. The results of this research denote that the eighth-graders in this junior high school have a high level of self-efficacy in writing, with their average score being 3.56 out of 5. Students can perform well in writing, as can be seen from their writing assignment’s drafts. The Spearman’s correlation result for the students’ writing self-efficacy and writing performance, with the correlation coefficient being 0.264, barely confirms the theory that there is a positive and linear correlation between the two variables, in which most students who have high self-efficacy level are proved to perform their writing assignment well. As the two variables can affect each other, increasing students’ self-efficacy in writing can be one of the ways to improve the students’ writing performance, which will also increase the students’ motivation and confidence. Since this study is only conducted in one junior high school in Surabaya, it can’t perfectly represent the other schools, especially the schools in smaller cities. Future researchers may investigate the connection and relationship between students' writing performance and their writing self-efficacy, not only in junior high school but also at other educational levels, as well as using different types of text to further prove the theory of self-efficacy to see if self-efficacy impacts performance differently across various writing genres.
The The Effectiveness of Small Group Discussion to Increase Student Reading Comprehension in 10th Graders in Narrative Text Nabiillah, Haniifa Maya
RETAIN : Journal of Research in English Language Teaching Vol. 13 No. 02 (2025)
Publisher : Universitas Negeri Surabaya

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Abstract

This research is motivated by the low reading comprehension of 10th-grade students in narrative texts at SMAN 4 Sidoarjo, necessitating innovative instructional strategies. The purpose of this study is to determine the effectiveness of small group discussion in improving students’ reading comprehension in narrative texts compared to traditional teaching methods. This research employs a quasi-experimental design with control and experimental groups. The study was conducted at SMAN 4 Sidoarjo with 10th-grade students as subjects. Data collection techniques include pre-tests, post-tests, and observations, using test items and observation sheets as instruments. Data were analyzed quantitatively using statistical tests to compare pre-test and post-test results of both groups. The findings indicate that students who participated in small group discussions showed significant improvement in reading comprehension, as evidenced by higher post-test scores and active engagement in discussions. The study concludes that small group discussion is effective in enhancing students’ reading comprehension in narrative texts. It is recommended that teachers implement small group discussion strategies to support reading instruction, especially for narrative texts at the secondary school level.
Perceptions and Attitudes of Vocational Students in Using Google Gemini as a Writing Tool Afrilianto Dwicahyo Nugraha
RETAIN : Journal of Research in English Language Teaching Vol. 13 No. 02 (2025)
Publisher : Universitas Negeri Surabaya

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Abstract

This study aims to examine the perceptions and attitudes of vocational high school students majoring in culinary arts toward the use of Google Gemini as an AI-powered tool in writing analytical exposition texts. The research background arises from challenges in writing instruction, including limited time, low motivation, and varied English proficiency. A qualitative descriptive method was used, with data collected through semi-structured interviews involving seven 11th-grade students selected via purposive sampling. The findings revealed that students generally viewed Google Gemini as a helpful and user-friendly tool, especially during the planning and drafting stages. Features such as idea generation, grammar assistance, and paragraph structuring were particularly appreciated. Students’ attitudes reflected the cognitive, affective, and behavioral components. While most students expressed positive feelings like satisfaction and confidence, some raised concerns about overreliance and diminished critical thinking. These findings highlight the need for pedagogical strategies that promote digital literacy and the responsible, ethical use of AI in education.
The Correlation Between Reading Anxiety and Reading Comprehension in Junior High School Students Wulandari, Amanda Aprilia
RETAIN : Journal of Research in English Language Teaching Vol. 13 No. 02 (2025)
Publisher : Universitas Negeri Surabaya

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Abstract

This research investigates the relationship between students' reading anxiety and their reading comprehension. A quantitative correlational design was employed to analyze the data collected from 38 students at one of the private junior high schools in Gresik. The study used a questionnaire adapted from the English Foreign Language Reading Anxiety Inventory (EFLRAI) and a reading comprehension test adapted from students’ textbooks. Data analysis techniques were carried out using IBM SPSS Statistics 26. Through this research, the researcher found that the majority of students' reading anxiety was at a medium level. The results also indicated a strong negative and significant correlation between reading anxiety and reading comprehension, with a Pearson Product Moment Correlation coefficient of -0.755 and a p-value of 0.000. The findings suggest that students with higher reading anxiety tend to have lower reading comprehension, while those with lower reading anxiety tend to have higher reading comprehension. The study contributes to the understanding of the impact of reading anxiety on students' reading abilities.
The Effect of Prodigy towards Junior High School Students' Grammar Competence Setiawan, Aisya
RETAIN : Journal of Research in English Language Teaching Vol. 13 No. 02 (2025)
Publisher : Universitas Negeri Surabaya

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Abstract

Abstract The study aimed to know whether Prodigy, an English digital learning media, has significant effect towards junior high school students’ grammar competence. Prodigy is a digital learning application which has just launched its English learning feature in 2022. Design of the study was quantitative with experimental research method. Subject of the study were the eighth graders of junior high school. There were two classes, in which each class had 35 students. The first class was the experimental group and the second class was the control group. The study was conducted in a public junior high school in East Java. Data of the study was gathered using instruments, Pre-Test and Post-Test. The result of the study showed that the implementation of Prodigy as a digital English learning media has significant effect towards students’ grammar competence. The researcher analysed the pre-test score. It showed that there is no significant difference between students of both classes and they had equal ability in grammar competence. Furthermore, in order to know the significant difference towards students’ grammar competence after the implementation of Prodigy, a treatment was given to the experimental group. The treatment was conducted in five meetings. Students played Prodigy with the guidance of the researcher. After the treatment was completed, post-test was administered to both groups. Ultimately, post-test score was analysed. Based on the non-parametric guide, the result was considered to be statistically significant. In conclusion, Prodigy, as an English digital learning media, was able to help students to improve students’ grammar competence, especially present and past tense. Keywords: Grammar, Digital Learning Media, Prodigy, Teaching and Learning

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