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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 KAMISHIBAI TO TEACH SPEAKING NARRATIVE TEXT TO THE EIGHTH GRADERS OF SMPN 40 SURABAYA
RETAIN Vol 1 No 2 (2013): Volume 1, Nomor 2, Mei-Agustus 2013
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Abstrak Berbicara adalah salah kemampuan penting dalam pembelajaran Bahasa Inggris karena siswa perlu untuk dapat berbicara secara lancar dan mampu untuk berkomunikasi dengan baik dengan orang lain menggunakan Bahasa Inggris tersebut. Ur(1996:120) menyatakan bahwa dari empat kemampuan dalam Bahasa Inggris, mendengarkan, berbicara, membaca dan menulis; salah satu yang paling penting adalah kemampuan berbicara. Faktanya, terdapat banyak kendala dalam pengajaran kemampuan berbicara. Salah satu faktornya adalah kurangnya kemampuan siswa dalam berbicara menggunakan Bahasa Inggris karena Bahasa Inggris merupakan bahasa asing. Kebanyakan dari mereka tidak hanya takut untuk berbicara namun juga merasa malu dan khawatir dalam mengekspresikan gagasan-gagasan mereka menggunakan Bahasa Inggris. Kebanyakan dari mereka kurang merasa percaya diri dalam melakukan kemampuan ini dari pada kemampuan yang lain. Mereka berfikir bahwa jika mereka salah mengeja atau melakukan kesalahan yang lain pada saat menggunakan Bahasa Inggris, teman-teman yang lain atau mungkin bahkan gurunya akan menertawakannya. Berdasarkan masalah diatas, selama kelas berbicara, guru seharusnya menemukan cara baru yang sesuai dan menarik dalam pengajaran Bahasa Inggris untuk memotivasi mereka untuk berbicara dan merasa enjoy selama berlangsungnya program belajar mengajar di kelas. Salah satu media yang sesuai yang dapat digunakan oleh guru untuk mengajar kemampuan berbicara Bahasa Inggris adalah dengan menggunakan Kamishibai. Untuk menerapkan media pembelajaran menggunakan Kamishibai dalam pengajaran kemampuan berbicara dalam Bahasa Inggris, guru dapat meminta siwa untuk membentuk kelompok atau bekerja secara individu kemudian meminta mereka untuk membuat teks naratif dalam bentuk Kamishibai, membuat beberapa gambar kemudian menampilkannya di depan kelas. Setelah itu, penampil akan melontarkan beberapa pertanyaan kepada teman-teman di kelas untuk mengetahui pemahamn mereka tentang cerita yang baru saja ditampilkan. Kata kunci: pengajaran kemampuan berbicara, berbicara dalam Bahasa Inggris, teks naratif, Kamishibai Abstract Speaking is one of the most difficult and important skills in learning English since students need to get fluency and able to communicate well with the other use this language. Ur (1996:120) stated that from all the four skills, listening, speaking, reading and writing; one seems as the most important is speaking. Factually, there are problems in teaching speaking. One of the main factors is that the students’ lack ability in speaking English since English is foreign language. Most of them are not only afraid to speak up but also shy and anxiety to express their ideas in English. Most of students are less confident doing this skill rather than another. They think that if they get misspelling or other mistakes in their speaking English the other students or perhaps the teacher will laugh them. Based on the case above, during the speaking class, the teacher should find out new, appropriate and interesting way in teaching speaking in order to make them learn to speak and enjoy the teaching and learning activity. One of the suitable media that can be used by the teacher to teach speaking English is Kamishibai. To apply Kamishibai in speaking class, the teacher can ask students to work in group or individually and make a narrative text in form of Kamishibai, draw some pictures and present it in front of the class. After presenting it, the presenter will have some questions for audience to check their understanding about the story. Keywords: teaching speaking, speaking English, Narrative text, Kamishibai.
The Implementation of Picture Series in Teaching Narrative Writing for the Tenth Graders of SMAN 2 PONOROGO
RETAIN Vol 1 No 2 (2013): Volume 1, Nomor 2, Mei-Agustus 2013
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Abstract The process of teaching learning which is still monotonously makes the students feel bored in enjoying the lesson. They cannot express and show their ability freely because they just sit and hear the teacher explanation during the class is running. This situation can make the students become passive in the class. To anticipate this situation, some teachers in different schools have found the way to raise the students’ interest and motivation in teaching learning process. It is the use of picture series. Because picture series consist of some pictures that have good appearance, so teachers expected that by using this media the students will be more motivated to follow the teaching learning process. In some cases, students often get difficulty in finding idea to write a narrative. Some experts say that probably it can be solved by giving media to them. That is picture series. This media is suitable for tenth grader because the researcher think that in this level, students of tenth grader can understand about picture series well. It can stimulate the students to comprehend the events of the story and make the students easy to write because they already have the ideas that are going to write. This study uses descriptive qualitative design. The instruments that are used by the researcher are field notes, students writing assignments, and questionnaire. Field notes are used to get the information of the implementation of picture series in the teaching learning process. Students writing assignment are used to get the information of students writing narrative ability. And questionnaires are used to get the information of students’ response toward the implementation of picture series. The result of the implementation shows that picture series which is implemented by teacher helps students in writing narrative text. They can see some interesting picture, so they can get ideas and write it easily. Teacher implements the media in four steps; they are stimulating the students according to the material, presenting the material, discussing the material, and producing narrative text. It is one of a good media to teach narrative writing text. After analyzed all the instruments, the researcher make some conclusions. As the media in teaching narrative text, the implementation of picture series conduct in several steps, they are stimulating the students according to the material, presenting the material, discussing the material and producing narrative text. It really helps the students. This study also is expected to be a helpful reference in conducting another research related to writing narrative text in the future. Key words: picture series, writing narrative text and tenth graders.
THE USE OF MANGA TO TEACH READING NARRATIVE TEXT TO TENTH GRADERS OF SMAN 1 CERME
RETAIN Vol 1 No 2 (2013): Volume 1, Nomor 2, Mei-Agustus 2013
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Abstrak Membaca adalah salah satu kemampuan yang memiliki peran penting dalam membangun wawasan siswa. Kemampuan membaca adalah suatu kemampuan untuk mengenali simbol-simbol tertulis dan sebuah proses dari pembaca dalam mengombinasikan informasi dari sebuah teks dan wawasan dasar pembaca dalam membangun arti (Nunan: 1991). Tetapi, hampir semua siswa mengalami kesulitan di dalam kelas membaca bahasa Inggris terutama untuk teks naratif. Pengajaran membaca untuk siswa SMA harus berbeda dengan siswa SD disebabkan oleh perbedaan karakteristik psikologi mereka. Karya ilmiah ini difokuskan pada penggunaan Manga untuk pengajaran membaca teks naratif untuk kelas X SMA. Manga adalah kartun atau novel seri bergambar yang berasal dari Jepang. Manga sangat sesuai dengan teks naratif karena berisi cerita-cerita fiksi. Dalam penerapannya, Guru bahasa Inggris harus memperhatikan level siswa, urutan mengajar dan penyeleksian Manga yang digunakan. Sebagai hasilnya, aspek visual dari Manga dapat membantu para siswa dalam pemahaman membaca teks naratif sekalipun mereka belum pernah membaca Manga. Kata Kunci: Manga, kemampuan membaca, teks naratif Abstract Reading is one of the skills that have an important role in building the students’ knowledge. Reading ability is an ability to recognize printed symbols and a fluent process of reader in combining information from a text and their own background knowledge to build meaning (Nunan: 1991). But, almost the entire students find difficulties in English reading class especially in reading narrative text. Teaching reading for adolescent learners or senior high school students must be different from children in elementary school because of their different characteristic of psychological background. This study focused on the use of Manga to teach reading narrative text to Tenth Graders. Manga is a Japanese style of print cartoon or graphic novel. Manga deals with narrative text because it tells about a story or fiction. In implementing Manga, an English teacher must consider the level of the students, the steps of teaching and also the selection of Manga in implementing this media in the classroom. As a result, the visual aspect of Manga helps to support reading comprehension for all students, even those who are totally unfamiliar with Manga. Keywords: Manga, reading ability, narrative text
The Implementation of Skimming and Scanning Strategies in Teaching Reading Narrative Text to the Tenth Grade Students of SMAN 21 SURABAYA
RETAIN Vol 1 No 2 (2013): Volume 1, Nomor 2, Mei-Agustus 2013
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Abstract Some students find that reading is not an easy activity. It is because reading covers several integrated components, such as vocabulary, grammar, pronunciation, decoding and comprehension. Nevertheless, students can overcome their difficulties when they receive the apropriate training from their teacher. The best service that teachers could provide is to teach them reading strategies that might help them become independent readers. Skimming and scanning strategies are offered to help the student read in more focused and efficient way. Educators have already admitted the effectiveness of using skimming and scanning strategies in enhancing the student’s reading comprehension. However, in some cases, the teacher cannot apply those strategies properly. As a result, these strategies are either ignored or not taught effectively. Therefore, the aims of this study are to describe how the teacher implements skimming and scanning strategies and to describe how the students’ response toward the implementation of skimming and scanning strategies in learning narrative text. As stated, reading covers several integrated components. Reading text needs some strategies to overcome the students difficulties. Skimming is strategy in which the reader is looking for the text to get the idea of a text. While Scanning is astrategy for quickly finding specific information in a text without reading the entire article. This study uses qualitative research as the research type. The subjects of this study are the English teacher and students of X Class in SMAN 21 Surabaya. Observation checklist, fieldnotes, and questionnaire are used to gain data. The results of the implementation of skimming and scanning strategies shows that the teacher was not fully successful in implementing skimming and scanning strategies in teaching reading narrative text. The reason because there were still some steps that were not applied by the teacher. While based on the questionnaire that have been answered by the students, it can be seen that the students’ response toward skimming and scanning strategies was good. Implementing skimming and scanning needs a long period of time and practices. The teacher needs to explore more about those strategies to complete the knowledge in implementing skimming and scanning strategies. It is also hoped that the students apply these strategies continously to maximize the use of skimming and scanning strategies. For the next researcher, this study is expected to be a meaningfulful reference in conducting another research related to skimming and scanning strategies. Kata Kunci: skimming strategy, scanning strategy, teaching reading, narrative text, tenth graders.
THE USE OF MIX AND MATCH GAME TO TEACH READING NARRATIVE TEXT TO THE EIGHTH GRADERS OF SMP NEGERI 1 TANGGULANGIN
RETAIN Vol 1 No 2 (2013): Volume 1, Nomor 2, Mei-Agustus 2013
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Reading is receptive skill that has to be mastered by students. It is one of the important subjects that will be tested in national exam. Therefore, teachers introduce many media to help the students easily understand in reading text. One of interesting media to teach reading narrative text is mix and match game. In this case, the Thus, this paper will describe the use of mix and match game in teaching reading narrative text to eighth graders of SMP Negeri 1 Tanggulangin. This media is a game that conducted in a group. There are some question and answer cards which are written in different cards. This game needs some cards which are divided into some categories. There are a set of word cards with meaning cards and a set of question cards and answer cards. This study is expected to make the teachers able to apply the media in this study when teaching reading narrative text in the class. A descriptive qualitative research was used to conduct this study and the observation checklist, field note, questionnaire and students’ worksheet were the instruments to collect the data. The result showed the media used by the teacher to teach reading narrative was interesting media which can build enjoyable environment. This media can be implemented as a media to teach reading narrative text to the eighth graders of SMP Negeri 1 Tanggulangin. This media makes students’ reading comprehension become better. Keywords: media, teaching reading, mix and match game
USING MR. BEAN VIDEO TO TEACH WRITING OF RECOUNT TEXT TO THE EIGHT GRADERS OF SMPN 3 SRENGAT BLITAR
RETAIN Vol 1 No 2 (2013): Volume 1, Nomor 2, Mei-Agustus 2013
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Abstrak Kemampuan menulis adalah salah satu keterampilan yang harus diajarkan di sekolah. Namun, kurangnya ide-ide dan motivasi siswa sering membuat proses penulisan sulit. Untuk mendapatkan perhatian siswa, penggunaan media dan bahan ajar yang sesuai sangat penting. Untuk alasan ini, peneliti ingin melakukan penelitian dengan tiga rumusan masalah. Rumusan masalah pertama adalah tentang bagaimana pelaksanaan video Mr Bean dalam mengajar menulis teks recount untuk siswa kelas VIII di SMPN 3 Srengat, Blitar. Rumusan masalah kedua adalah bagaimana respon siswa terhadap penggunaan video Mr Bean dalam mengajar penulisan teks recount di SMPN 3 Srengat, Blitar. Dan yang terakhir adalah bagaimana hasil menulis siswa terhadap penggunaan video Mr Bean untuk mengajar penulisan teks recount di SMPN 3 Srengat, Blitar. Penelitian ini menggunakan metode deskriptif kualitatif. Instrumen penelitian ini adalah lembar observasi, catatan lapangan, kuesioner dan tugas menulis siswa. Hasil penelitian menunjukkan bahwa penggunaan video Mr Bean menggunakan teknik three phase. Dalam setiap pertemuan, guru menjelaskan tentang struktur generik dan fitur bahasa dari teks recount. Setelah memutar video, guru selalu melakukan diskusi tentang cerita tersebut. Dengan melakukan diskusi, guru dapat meningkatkan motivasi siswa dalam belajar menulis teks recount. Sementara itu, tanggapan terhadap penggunaan video Mr Bean sangat baik. Para siswa senang dan antusias. Mereka menyatakan bahwa penggunaan video dibutuhkan dan dapat membantu mereka untuk menulis teks recount dengan baik. Penggunaan video Mr Bean juga berpengaruh terhadap pemahaman siswa tentang isi, organisasi, kosakata, penggunaan bahasa dan mekanik. Video Mr Bean dapat digunakan untuk mengajar penulisan teks recount kepada siswa kelas delapan. Kata Kunci: menulis kemampuan, video, motivasi, teks recount Abstract Writing ability is one of the skills that have to be taught in school. However, lack of ideas and motivation of the students often make the writing process difficult. To get students’ attention, the suitable use of media and teaching material are important. For this reason, the researcher would like to conduct this study with three research questions. The first research question is how the implementation of Mr. Bean video in teaching writing recount text for the eighth graders in SMPN 3 Srengat, Blitar? The second research question is how are the students’ responses toward the use of Mr. Bean video to teach writing of recount text in SMPN 3 Srengat, Blitar? And the last is how are the students’ writing result toward the implementation of Mr. Bean video to teach writing of recount text in SMPN 3 Srengat, Blitar?. This research used descriptive qualitative method. The research instruments were observation checklist, field notes, questionnaire and students’ writing assignment. The result of the observation showed that the implementation of Mr. Bean video using three phase techniques. In every meeting, the teacher explained about generic structure and language feature of recount text. After playing the video, the teacher always conduct discussion about the story. By doing discussion, the teacher could increase the students’ motivation in learning to write recount text. Meanwhile, the responses toward the implementation of Mr. Bean video were very good. The students were happy and enthusiast. They stated that the use of video was needed and it could help them to write recount text better. The use of Mr. Bean video also influence to the students understanding about the content, organization, vocabulary, language use and mechanics. Mr. Bean video could be used to teach writing of recount text to the eighth graders. Keywords:writing ability, video, motivation, recount text.
THE IMPLEMENTATION OF SMALL GROUP DISCUSSION TECHNIQUE IN TEACHING READING ANALYTICAL EXPOSITION TEXT
RETAIN Vol 1 No 2 (2013): Volume 1, Nomor 2, Mei-Agustus 2013
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Classroom reading activities are essential is EFL learning. In reading, there is a process of receiving knowledge and information. As a receptive skill, reading is meant to prepare the learners with sufficient information before proceeding to the production of the language. However, reading is often considered as a passive activity. Many teachers nowadays put the focus on the production of the language which, in their opinion, truly shows the success of the learning process. In this qualitative study, the researcher observes a teacher implementing Small Group Discussion in teaching reading analytical exposition text. This teaching technique allows the students to work in small groups, exchange ideas, and learn from the others in the same group. The result shows that the teacher did not fully follow the theories given by experts. However, the teacher manages to successfully implement the teaching technique. Also, the students have positive responses on the implementation of Small Group Discussion. Small Group Discussion is not limited to be implemented only for reading activities. Individually or integrated, this teaching technique can be implemented to any language skill in any language classroom activity. The implementation will be considered successful if it matches with the material and meets the students’ needs. Keywords: Small Group Discussion, Teaching Reading, Analytical Exposition
USING ADOBE FLASH MOVIE TO IMPROVE STUDENTS VOCABULARY ABILITY OF NARRATIVE TEXT TO THE EIGHT GRADERS
RETAIN Vol 1 No 2 (2013): Volume 1, Nomor 2, Mei-Agustus 2013
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The aims of the research is to know whether watching English flash movie can improve students&rsquo; listening skill. The study is oriented towards: 1) To find out the effectiveness of using flash movie to improve the students&rsquo; listening skill; 2) To find out the advantages of using flash movie in improving student's listening skill. In order to achieve the aim of research, the researcher used experimental quantitative method. Experimental quantitative designs are commonly employed in the evaluation of educational programs. Although experimental quantitative designs need to be used commonly, they are subject to numerous interpretation problems. In this study, the researcher took the students of SMP Negeri 1 Waru Sidoarjo as population. The samples are be forty students in the Eight grade which are divided into groups are experimental and control group. The data needed was taken from a test. The test is used to identify the students&rsquo; achievement. The test is objective test. In the term pairing items consist of 10 items. After observing the data, that is the score of pre-test and post test. The writer calculating the mark of t-value and at least gives the interpretation of the calculation. Data : The scores of pre-test and post test. Analysing Data : The writer count the value oft, The researcher used two groups as the sample, each group consists of 20 students, and the degree of freedom (df) is 19 for each group. Since the two groups were chosen as representative subjects. The total df {<Nc-l)+{Nc-l)} is 38. The t-observation is 2.674. This t-observatior greater than t-critical (2.674>1.6S). Consequently, it is quite safe to reject the null hypothesis. It means that the two groups have different scores on the post-test, and the difference is statistically significant. So, this fact support the claim that students who were taught listening by using flash movie get better scores than those were taught conventionally. The experimental teaching program" can improve the students' listening skill effectively (2.90) from trial what they got in the pre-test, while control group can improve the students" listening skill less than the experimental group (2.70). The conclusion of this research is watching to the flash movie contributes the improvement of students&rsquo; listening skill, makes English lesson live, make change from the of teacher and text book, helps the students feedback has been very positive and they are enjoying the benefit of flash movie, so listening practice becomes more effective. The researcher would like propose her suggestion that teachers should try to use flash-movie in listening lesson, because watching flash movie is one type of listening experience that is interesting. Key words: Adobe Flash Movie, Vocabulary Ability, narrative text
THE IMPLEMENTATION OF GIST STRATEGY TO COMPREHEND ANALYTICAL EXPOSITION TEXT FOR ELEVENTH GRADERS OF SMA WACHID HASYIM 2 TAMA
RETAIN Vol 1 No 2 (2013): Volume 1, Nomor 2, Mei-Agustus 2013
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This study was descriptive qualitative which described how the eleventh graders of SMA Wachid Hasyim 2 Taman implemented GIST (Generating Interaction between Schemata and Text) strategy to comprehend analytical exposition text and the students&rsquo; comprehension on analytical exposition text after the implementation of GIST strategy. This study was carried out on first semester of XI language class in SMA Wachid Hasyim 2 Taman. The data taken from class observation during three days and interview with the English teacher showed that the students could implement GIST strategy but they still needed another strategy, which was translation. Besides that, GIST strategy had good effect in teaching learning process. It could bring interest; motivate the students to learn on reading activity. In terms of reading comprehension on analytical exposition after the implementation the strategy, students&rsquo; reading task showed good progress from the first task to the second one. Keywords:GIST, Analytical Exposition Text, Reading Comprehension, Eleventh Graders
PICTURE DICTATION FOR TEACHING LISTENING DESCRIPTIVE TEXT TO THE SEVENTH GRADERS
RETAIN Vol 1 No 2 (2013): Volume 1, Nomor 2, Mei-Agustus 2013
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Listening English is not easy for the most students in our nation. There are many reasons which make our students get the difficulties when they have to listen in English. For that reason, the English teachers have to find the ways to teach this skill easily. Using picture dictation is the one way to teach listening English. Picture dictation means the technique which is made to show the picture. In this matter, the use of puppet will make the students show the character through speaking in narrative text. This study attempts to answer two research questions dealing with the implementation of puppetry in teaching speaking. The questions are; first, How puppet is implemented in the teaching of speaking narrative text, second, How are the students&rsquo; responses after the implementation of puppetry in teaching speaking narrative text. Since this study was descriptive qualitative, the writer would describe and analyze the existing phenomena during the study. In this case, the study was done in three meetings which took the eighth graders of junior high school as the subject of the study. The place of the study was at SMPN 31 Surabaya. Furthermore, there were three kinds of instruments used in this study; they were observation checklist, interview, and questionnaire. Based on the findings, the writer noticed that the activities during the implementation of puppet greatly varied. At the first meeting, the class was held in the classroom. The teacher explained about narrative text. While at the second meeting, the class was held in the library. The teacher explained about puppet and demonstration it. The last meeting was held in the class and the students had to perform puppet show and the teacher acted as the supervision and also gave the evaluation. The notes were about the analysis of teaching learning activities, and the media used. In addition, the implementation of puppet helped the students in teaching learning process, especially in speaking narrative class. The evidence could be shown in the students&rsquo; responses. The result of questionnaire showed that the students mostly interested in puppet, agreed that it was helpful in making the students speak in English. Key words: speaking, puppet, narrative text, speaking narrative text

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