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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 947 Documents
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The Use of TED Talks Videos for Learning Public Speaking by English Department Students
RETAIN Vol 10 No 01 (2022)
Publisher : RETAIN

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Abstract

Abstrak Keterampilan berbicara dianggap sebagai salah satu keterampilan yang paling menantang oleh para siswa karena berkaitan dengan bagaimana mereka mengekspresikan dan menyampaikan ide mereka menggunakan bahasa target. Terlebih lagi dalam berbicara di depan umum, para siswa harus tahu bagaimana menyampaikan ide mereka menggunakan perpaduan antara bahasa lisan dan non lisan seperti menciptakan pidato yang menarik, topik yang memukau, serta gerakan yang tepat. Beberapa penelitian sebelumnya menemukan bahwa video TED (Technology, Entertainment, and Design) Talks bermanfaat dalam meningkatkan keterampilan berbicara di depan umum oleh para siswa. Namun, kita masih belum mengetahui bagaimana pengalaman para siswa dalam memanfaatkan TED Talks untuk berbicara di depan umum baik secara lisan maupun non lisan. Untuk mengatasi hal tersebut, penelitian ini bertujuan untuk menyelidiki pengalaman mahasiswa Jurusan bahasa Inggris tentang bagaimana mereka memanfaatkan video TED Talks untuk belajar berbicara di depan umum, serta aspek apa saja yang mereka pelajari dalam memanfaatkannya. Penelitian ini menargetkan mahasiswa angkatan 2018, 2019, dan 2020 di Jurusan Bahasa Inggris di salah satu universitas di Surabaya. Melalui kombinasi metode kuantitatif dan kualitatif, penelitian ini menemukan bahwa para mahasiswa menemukan pengalaman-pengalaman menarik yang dirasakan ketika mereka menggunakan video TED Talks untuk belajar berbicara di depan umum. Mereka juga mengakui bahwa ada banyak aspek berbicara di depan umum yang dapat dipelajari dari video tersebut. Setelah menonton video TED Talks, para mahasiswa mencoba meniru dan mempraktekkan apa yang telah mereka tonton untuk membuat public speaking mereka menjadi lebih menarik. Kata Kunci: Video TED Talks, Berbicara di Depan Umum, Mahasiswa Jurusan Bahasa Inggris, Pengalaman Abstract Speaking skills can be considered one of the most challenging skills by the students since it deals with how they express and convey their idea using the target language. Moreover, in public speaking, the students should know how to communicate their ideas using verbal and nonverbal language combinations such as creating an interactive speech, exciting topics, and proper movement. Some of the previous studies found that TED Talks videos are beneficial in improving the students’ public speaking skills. However, we still do not know how the students’ experiences on how they make use of TED (Technology, Entertainment, and Design) Talks to learn public speaking in both verbal and nonverbal aspects. To address it, this research aims to investigate the English Department students’ experiences of how they use of TED Talks videos for learning Public Speaking, and also what public speaking aspects that they learned by using it. This research targeted 2018, 2019, and 2020 cohort students in the English Department of one of the universities in Surabaya. Through the combination of quantitative and qualitative methods, this research found that the students’ perceived exciting experiences when they use TED Talks videos for learning public speaking. They also admitted that there were many aspects of public speaking can be learned from the videos. Upon watching TED Talks videos, the students tried to imitate and practice what they have watched to make their public speaking better. Keywords: TED Talks Videos, Public Speaking, English Department students, Experiences
Exploring Tiktok App in Learning Speaking Using Role-Play Activities for ESL Learners in Secondary School Herwanto, Wanda Hijriani
RETAIN : Journal of Research in English Language Teaching Vol. 10 No. 01 (2022)
Publisher : Universitas Negeri Surabaya

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Abstract

This study discusses the use of the TikTok apps as a form of Technology-Enhanced Language Learning (TELL) media in the speaking class of a secondary school in Indonesia. One of the speaking activities that must be mastered by students is role-play. However, learning speaking skills is always difficult for ESL and EFL students because they have less opportunity to practice speaking. From this condition, this study has a research problem: How does the TikTok App affect students' speaking ability? The objective of this study is to reveal how the implementation of TikTok as a learning medium, the benefits and obstacles experienced by students. A qualitative research design was used in this study. The instruments are interviews, observations, and open questionnaires to obtain more in-depth and objective data triangulation. The observation data were analyzed to answer questions regarding the TikTok implementation. The questionnaires and the interview data was then classified, coded, and analyzed. Both were then compared and interpreted to reveal the benefits and obstacles experienced by students. Thus, TikTok was found to be implemented in synchronous and asynchronous class. Students responses to the benefits related to the speaking aspect were also revealed. However, students were experienced obstacles, both technological and non-technical. This study is necessary to gain teacher insight about the TELL, especially the implementation of the TikTok app in secondary school speaking classes, so they can use it properly.
Using Wattpad as a Digital Multimodal Composing of Narrative Text Sari, Juliani Nur Mustika
RETAIN : Journal of Research in English Language Teaching Vol. 10 No. 01 (2022)
Publisher : Universitas Negeri Surabaya

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Abstract

Digital multimodal composing has an important role to improve EFL students' writing skills in this current situation because the "digital" media can use every time and everywhere. The goal of this study is to find out what tenth-grade students think about using digital multimodal composing in narrative writing. This study was conducted with 26 students from SMKN 10 Surabaya using a qualitative method. A grading rubric and a semi-structured interview were used as data sources. The research data is gathered through observation and interviews. The collected data from interviews were organized, analyzed, coded, and interpretedto analyzed the data. The data analysis was performed to assess the digital multimodal narrative text composition. Wattpad, as a digital multimodal composing medium, helps students understand the subject, makes the learning process more interesting, increases students' motivation, and improves their writing skills, according to this study. Although many students enjoy reading stories on Wattpad, some prefer to read narrative texts in textbooks, while others claim that Wattpad takes up a lot of storage on the device. It is recommended for EFL teachers to use digital multimodal composing to make the learning process more interesting and gain the students’ motivation learning English writing.
The Use of Digital Mind Mapping to Improve EFL Student's Ability in Writing Descriptive Paragraph Sudibyo, Hari Laksono
RETAIN : Journal of Research in English Language Teaching Vol. 10 No. 01 (2022)
Publisher : Universitas Negeri Surabaya

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Abstract

Abstract This study aims to know if there is any improvement in writing descriptive paragraphs taught before and after using digital mind mapping. A quantitative approach was used in this study, with a pre-experimental research design. The subject of this study is VIII-A grades, and the participants are 20 students. Testing is the instrument used in this study; there are two types of tests: pretest and posttest. This study showed that the pretest score was 49.0625, and the posttest score was 79.0625. Using SPSS Statistics 18, the mean score of the posttest was higher than the mean score of the pretest. The significance of the two-tail shown was 0,000, which means that the result of the significant level was the considerable standard level (0, 00 0, 05). According to data analysis, Tcount is bigger than To The alternative hypothesis (Ha) accepted, and the null hypothesis (Ho) rejected. It indicates that the use of digital mind mapping effectively improved students' descriptive paragraph writing. Keywords: Writing, Digital Mind Mapping, Descriptive Paragraph
The Correlation between the Use of Automated Writing Evaluation and the Level of Writing Anxiety in Argumentative Writing Class
RETAIN Vol 10 No 01 (2022)
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Abstract

This present study aims to explore the level and the types of writing anxiety among the students, along with the use of AWE in argumentative writing class. This study also examined the correlation between the use of Automated Writing Evaluation (AWE) and students’ writing anxiety. The Second Language Writing Anxiety Inventory (SLWAI) and the questionnaire about the use of AWE were employed on 40 students majoring in English Language Education at a university in Surabaya. The result of this study showed that 29 students (72%) at a moderate level of writing anxiety, 8 students (20%) at a low level of writing anxiety, and 3 students (8%) at a high level of writing anxiety. Furthermore, there are 35 students (88%) who have a high level of the use of AWE, 5 students (12%) have a moderate level of the use of AWE, and there are no students who have a low level of the use of AWE. This study also reported there is no correlation between the level of students’ writing anxiety and the use of AWE during argumentative writing class with p-value = 0.136 and r = 0.240. Keywords: Writing Anxiety, Automated Writing Evaluation, Argumentative Writing.
The Correlation between EFL Students' Self Efficacy in Speaking and Their Speaking Performance Arlinda, Fitrin
RETAIN : Journal of Research in English Language Teaching Vol. 10 No. 01 (2022)
Publisher : Universitas Negeri Surabaya

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Abstract

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.
The Use Of Digital Storytelling To Enhance The Students Speaking Ability
RETAIN Vol 10 No 01 (2022)
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Abstract

This study aimed to identify whether digital storytelling can enhance students' speaking ability in learning English. The research was conducted using a descriptive quantitative method of the pre-test and post-test control group design for 8th-grade junior high school students at one of the private Junior High Schools in Surabaya, Indonesia. A total of 40 students divided equally into the control and experimental groups participated in this study. Students included in the experimental group were given treatment by learning English using digital storytelling, while students in the control group are not given this treatment. The instrument used to collect the data are speaking test and analyzed with descriptive analysis. The results of statistical analysis of the pre-test and post-test scores conducted on the two groups of students indicate a significant difference in the post-test results of the two groups. The average score of the group of students who were not given treatment only increased by 17.02%, while the group of students who received treatment increased by 26.79%. The independent samples t test results using the Mann-Whitney method at a significance level of 95% (α = 0.05) also showed that the t value was 109.500 < t table 127.000 and the p-value was 0.009 < 0.05. This means that there is a significant difference in post-test results between the group that was given the treatment of digital storytelling and the group that was not given the treatment, thereby the researcher can conclude that digital storytelling can enhance students' speaking ability in learning English. Keywords: speaking ability, English language, digital storytelling, students.
Students' Perception in Experiencing Reading Descriptive Text Digitally Subekti, Lodewyk Elfeiand
RETAIN : Journal of Research in English Language Teaching Vol. 10 No. 01 (2022)
Publisher : Universitas Negeri Surabaya

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Abstract

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.
The Use of Board Game as a Teaching Technique for Assisting Ninth Graders Speaking Ability Masyhuroh, Luisita Khadlrotul
RETAIN : Journal of Research in English Language Teaching Vol. 10 No. 01 (2022)
Publisher : Universitas Negeri Surabaya

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Abstract

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.
EFL Teachers' Perception on the Implementation of Collaborative Writing Hortatory Exposition Text for Eleventh Graders Yulianingsih, Diah Rahmi
RETAIN : Journal of Research in English Language Teaching Vol. 10 No. 01 (2022)
Publisher : Universitas Negeri Surabaya

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Abstract

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.

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