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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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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 7 Documents
 1 
Search results for , issue "Vol. 13 No. 03 (2025)" : 7 Documents clear
The Effectiveness of Linga App on Vocabulary Mastery in Reading among Senior High School Students Islami, Novi Nurul
Retain: Journal of Research in English Language Teaching Vol. 13 No. 03 (2025)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/rt.v13i03.69843

Abstract

This quantitative study with pre-experimental design examines the differences in vocabulary mastery between students taught using Linga app and those taught without it. 36 senior high school students in 11th grade who receive additional English subject (Bahasa Inggris lintas minat) served as the participants of this experiment. Students' vocabulary mastery was tested using the vocabulary level test developed by Paul Nation and then updated by Webb et al. in 2017. To analyze the tests result, paired sample t-test was administered to find out the difference between the data. The results of the experiment indicate a significant difference in students' vocabulary mastery. This is proven by the result of the paired sample t-test with p-value <.001, it means that the difference between the pretest and posttest scores is statistically significant. Besides the paired sample t-test result, effects size calculation using Cohen's d revealed a moderate effect value for the group, with Cohen's d value of 0.822. In order to gain deeper insights of participants' experience, a post-experimental quantitative questionnaire consisting of 10 Likert scale items was administered. The result of the post-experiment questionnaire revealed that participants responded positively to the vocabulary learning application, indicating it was effective and user-friendly. The majority of participant expressed high levels of satisfaction with the app's features, particularly those supporting pronunciation, contextual word learning, and vocabulary training. Despite these findings, as there is currently limited prior research regarding the use of Linga app in English language learning, future studies are encouraged to expand on these findings with larger subjects or different language skills other than vocabulary.
Digital Mind Mapping Using MindMeister on Writing: The Effect and Students’ Perceptions Elsa, Widya Ariyan
Retain: Journal of Research in English Language Teaching Vol. 13 No. 03 (2025)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/rt.v13i03.70884

Abstract

The purpose of this research is to explore the effect of applying digital mind mapping using MindMeister on students' writing performance in hortatory exposition texts and to examine students’ perceptions regarding its implementation in writing classes. An embedded mixed-method approach combine with a quasi-experimental design was employed involving 68 students from a public senior high school in Gresik Regency, Indonesia. Data were collected through writing tests and questionnaires. It was found that students in the experimental group significantly enhanced their writing performance (p = 0.000 < 0.05) in comparison to those in the control group. In addition, students demonstrated positive perceptions of digital mind mapping using MindMeister in terms of their attitude, activities, and overall writing experience. The findings indicate that digital mind mapping serves as a beneficial tool for enhancing students’ writing skills and engagement in the classroom.
Students’ Speaking Challenges at Different English Courses in Kampung Inggris Pare Kediri Bahari, Rika Nabilah Ananda
Retain: Journal of Research in English Language Teaching Vol. 13 No. 03 (2025)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/rt.v13i03.71283

Abstract

This study investigates the speaking challenges faced by students and alumni in Kampung Inggris Pare, Kediri. Employing a mixed-method approach, 92 participants from three English institutions took part in the research. Data were collected using both close- and open-ended questionnaires, then analyzed through quantitative and qualitative methods. The findings revealed that 40.3% of respondents experienced linguistic difficulties related to vocabulary, grammar, and pronunciation. Psychological issues such as low confidence (25%) and anxiety (23%) also hindered their speaking performance. Additionally, 28.5% had the opportunity to speak but did not know what to say, while 31.7% lacked interaction with native speakers. These results emphasize the need for integrated language instruction that also considers psychological and environmental factors. Future research should involve interviews or classroom observations to further explore effective strategies that support learners’ speaking confidence.
EFL Students’ Practices in Exploring Digital Comics: Extensive Reading Activities at English Club Sholehudin, Muhammad Rizky
Retain: Journal of Research in English Language Teaching Vol. 13 No. 03 (2025)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/rt.v13i03.63991

Abstract

English language skills have become one of the crucial things for learning in Education. Extensive reading activities are an important way for students can develop their English comprehension. In addition, this extensive reading activity can be collaborated using several reading media. Digital comics can be used for reading media, where these digital comics have attractive visuals in extensive reading activities. This study uses a qualitative approach by conducting Semi-structured interviews, with the  hope  of  being  able  to  obtain  in-depth  results  related  to  their  experiences. The study presents comprehensive findings obtained from a series of in-depth interviews to identify students' practices in exploring digital comics in extensive reading and to identify the perceived benefits of using digital comics for extensive reading among EFL students. Interviews were conducted with 10 students who were active members of the English Club and regularly involved in extensive reading activities. In this study, researcher get data from the interviews to find out their extensive reading practices and benefit from extensive reading activities.
Teachers' Perceptions of the Challenges and Impacts of Utilizing Artificial Intelligence (AI) in English Language Teaching Amal, Islahul
Retain: Journal of Research in English Language Teaching Vol. 13 No. 03 (2025)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/rt.v13i03.72161

Abstract

This study explores English teachers’ perceptions and lived experiences in utilizing Artificial Intelligence (AI) tools at SMPN 1 Mojowarno, a rural junior high school in Jombang. Guided by Max van Manen’s hermeneutic phenomenology and the TPACK framework, this study used semi-structured interviews with four English teachers to uncover the essence of their experiences. Findings reveal a significant tension in teachers' perceptions. While they acknowledged AI tools like ChatGPT and Canva could enhance learning efficiency and innovation, they also harboured deep concerns over AI's potential to disrupt human relationships, foster student dependency, and erode critical thinking, alongside fears of professional devaluation. Teachers' emotional responses were not static, evolving over time from initial curiosity to a more profound sense of caution and responsibility. This evolution was driven by significant challenges. Beyond technical issues like unstable infrastructure and gaps in digital competency due to limited training, teachers grappled with the inappropriateness of some AI content for their local cultural context. These pressures ultimately forced them into burdensome new roles as "directors" who must constantly control technology, and "guardians" who must defend the pedagogical space. This was most evident in one teacher's complete rejection of AI to prioritize character education and human relationships. The study concludes that without systemic support, the burden of ensuring effective AI integration falls heavily on individual teachers. Their struggle to balance innovation with pedagogical integrity highlights that they are being left to navigate complex technological and ethical terrains alone, a challenge stretching their professional capacity to its limits.
The Survey Research of Student Perception on The Use of Edmodo as a Learning Platform in Academic Listening Class. Safitri, Betari Utama
Retain: Journal of Research in English Language Teaching Vol. 13 No. 03 (2025)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/rt.v13i03.63116

Abstract

Listening skill has become major problem to master in Indonesia. To accommodate students learning, teachers are encouraged to use technology as media in teaching listening. The media that used in this study is Edmodo. This study have purpose to proof Edmodo as an effective learning media and a media that able to help student in their listening skills. This study used a quantitative approach in the form of survey research and questionnaires are used to collect the data. The result of this study may differ with the other study that have been conducted. Students have different perceptions and opinions toward Edmodo that used in the Academic Listening Course.
Research Article Vocational Students’ Perceptions of Using QR Code Flashcards to Enhance Pronunciation in Report Text Based Learning: A Qualitative Study in Vocational EFL Classrooms Khoirun Nisa, Putri Novita
Retain: Journal of Research in English Language Teaching Vol. 13 No. 03 (2025)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study explores vocational students’ perceptions of the benefits and challenges of using QR Code flashcards for pronunciation learning through report texts. Pronunciation is an important component of English communication, especially for vocational students who frequently encounter technical vocabulary related to their field of study. However, pronunciation practice often receives limited attention in classroom activities. This study employed a descriptive qualitative design involving fifteen tenth-grade students from a Petroleum Engineering program at a vocational high school in Indonesia. The participants were selected using purposive sampling. Data were collected through classroom observations and semi-structured interviews and analyzed using thematic analysis. The findings reveal that QR Code flashcards were generally perceived as beneficial in supporting pronunciation learning. Students reported that the media provided easy access to pronunciation audio, supported independent practice, increased confidence in pronouncing unfamiliar vocabulary, and helped them read report texts more fluently. The availability of audio models also enabled students to recognize word stress and pronunciation patterns more accurately. Despite these benefits, several challenges were identified. Students experienced technical issues such as unstable internet connections and slow device performance. Linguistic difficulties with technical vocabulary, affective barriers such as shyness and fear of making mistakes, dependence on teacher guidance, and decreased motivation after repeated use were also reported. Overall, the findings suggest that QR Code flashcards can serve as an effective supplementary medium for pronunciation learning in vocational EFL classrooms when supported by appropriate instructional strategies and classroom management.

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