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TENSES USAGE IN PRE- AND POST-TEST COMPOSITIONS OF INTENSIVE COURSE PROGRAM
RETAIN Vol 1 No 3 (2013): Volume 1, nomor 3, September-Desember 2013
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Tense adalah bagian dari tata bahasa yang harus dikuasai oleh siswa untuk mendukung kemampuan berbahasa Inggris. Dengan menggunakan tense, siswa dapat memahami hubungan antara bentuk kata kerja dengan konsep waktu ketika suatu tindakan terjadi. Kesalahan penggunaan tenses sebagian besar muncul dalam bahasa tulis karena menulis dianggap sebagai keterampilan yang paling sulit dalam bahasa Inggris. Penelitian ini bertujuan untuk menganalisis penggunaan tenses dalam karangan siswa IC. Selanjutnya, penelitian ini menyelidiki apakah siswa menggunakan tenses yang lebih akurat dalam pos-tes dibandingkan pre-tes dan tenses apa yang paling sulit dikuasai. Penelitian ini adalah penelitian deskriptif kuantitatif. Subyek penelitian ini adalah mahasiswa tahun pertama Jurusan Bahasa Inggris di Unesa. Data penelitian adalah dokumen karangan siswa IC. Teknik analisis yang digunakan adalah analisis deskriptif yaitu mengidentifikasi tenses, mengevaluasi kesalahan, dan menarik kesimpulan yang disajikan dalam bentuk tabel dan kalimat. Hasil penelitian menunjukkan bahwa siswa menemui kesulitan dalam menyusun pola tense tertentu. Kata Kunci: tense, tense akurat, intensive course, karangan. Abstract Tense as a part of grammar should be mastered by the students to support the English skills ability. Tenses make learners understand the relationship between the form of the verb and the concept of time which an action happened. Error in the use of tenses mostly appears in written language since writing is considered as the most difficult skill in English. The study aims to analyze the use of tenses in IC students’ composition. Furthermore, the study investigated whether or not the students use more correct tenses in the post-test than in pre-test and what tenses are difficult to master by the IC students. The study was a descriptive quantitative research. The subject of the study was the first year students of English Department in State University of Surabaya. The data of the study were the document of IC students’ compositions. The analysis technique used descriptive analysis, identifying the tenses, evaluating the error, and drawing the conclusion in form of tables and sentences. The result of the study showed that the students were found difficulties in using certain tense form. Keywords: tense, accurate use of tense, intensive course, composition.

THE USE OF GUESSING GAMES IN OUTDOOR TO TEACH VOCABULARY FOR SEVENTH GRADE STUDENTS OF SMP TPI GEDANGAN
RETAIN Vol 1 No 3 (2013): Volume 1, nomor 3, September-Desember 2013
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Pengajaran bahasa Inggris ditekankan pada empat keterampilan bahasa: membaca, mendengar, berbicara, dan menulis. Penguasaan kosakata dianggap sebagai kekuatan dalam menggunakan kemampuan bahasa. Siswa memiliki kesulitan untuk menghasilkan beberapa kata dan mengekspresikan ide-ide mereka. Mereka tidak bisa mendengarkan, berbicara, membaca dan menulis dengan baik jika mereka tidak tahu kosakata dengan baik. Horby (1987) menyatakan bahwa, kosakata adalah jumlah kata yang (dengan peran menggabungkan mereka) membentuk bahasa. Dalam penelitian ini, peneliti berfokus pada kata benda (noun). Dia melakukan penelitiannya di SMP TPI Gedangan. Subyek penelitian ini adalah siswa kelas tujuh SMP TPI Gedangan karena pada level ini, mereka membutuhkan strategi untuk meningkatkan penguasaan kosa kata mereka. Berdasarkan latar belakang, peneliti melakukan penelitian di SMP TPI Gedangan Sidoarjo dan subjek penelitian ini adalah siswa kelas tujuh. Sebelum dia datang penelitian, dirumuskanlah dua pernyataan penelitian. Mereka adalah "Bagaimana implementasi menebak permainan di luar ruangan untuk mengajarkan kosakata untuk siswa kelas tujuh", dan "Bagaimana menebak permainan di luar ruangan siswa bias meningkatkan penguasaan kosa kata mereka". Dalam studi ini, menebak permainan di luar ruangan yang digunakan sebagai media alternatif dalam meningkatkan pelajar muda penguasaan kosa kata. Mereka digunakan untuk memperkenalkan kosakata baru yang ditangani pada kurikulum lokal. Allen dan Vallete (1997) menyatakan bahwa, Permainan menawarkan perubahan yang menyenangkan dari kecepatan dalam pelajaran sehingga mereka bisa memotivasi siswa dalam belajar kosa kata, mengurangi kebosanan, dan meningkatkan penguasaan kosakata. Penelitian ini adalah penelitian tindakan. Instrumen yang digunakan oleh peneliti adalah catatan lapangan, angket dan tes. Data diperoleh dari hasil catatan lapangan dan kuesioner tentang bagaimana guru menerapkan menebak permainan di outdoor sebagai bahan untuk mengajar kosa kata, dan hasil tes (skor siswa). Peneliti sebagai guru dilaksanakan menebak permainan di luar ruangan dengan cara yang berbeda dalam setiap pertemuan. Ini bisa mengurangi kebosanan siswa. Berdasarkan analisis data, peneliti membuat kesimpulan bahwa pelaksanaan menebak permainan di luar ruangan itu baik untuk mengajarkan kosakata. Para siswa yang tertarik dalam proses belajar-mengajar dengan menggunakan tebak-tebakan. Hal ini dapat dilihat dari hasil angket siswa dan catatan lapangan. Selain itu, hasil tes siswa ditingkatkan dari pertama pertemuan kedua. Pada pertemuan pertama nilai rata-rata kelas adalah 70 dan pertemuan kedua adalah 90,4. Ini berarti bahwa skor siswa juga meningkat dari pertama dan kedua menulis. Berdasarkan penjelasan di atas itu berarti bahwa pelaksanaan menebak permainan di luar ruangan adalah efektif untuk mengajarkan kosakata. Ini bisa membuat siswa termotivasi dan tertarik dalam belajar kosa kata. Mereka juga sepakat bahwa menebak permainan di luar ruangan harus digunakan dalam proses belajar mengajar kosakata. Kata kunci: vocabulary, game, guessing game Abstract Teaching of English is emphasized on the four language skills: reading, listening, speaking, and writing. Vocabulary mastery is considered a power in using language skills. Students have difficulties to produce some words and express their ideas. They cannot listen, speak, read and write well if they don’t know vocabulary well. Horby (1987) states that, vocabulary is the total number of words which (with role for combining them) make up the language. In this research, the researcher focuses in the used of noun. She did her research in SMP TPI Gedangan. The subject of the study was seventh grade students of SMP TPI Gedangan because in this level, they need strategy to increase their vocabulary mastery. Based on the background, the researcher did a research in SMP TPI Gedangan Sidoarjo and the subject of the study was the seventh grade students. Before she came to the research setting, she formulated two research statements. Those were “How is the implementation of guessing games in outdoor to teach vocabulary to the seventh grade students”, and “How does guessing game in outdoor help the students improve their vocabulary mastery”. In this study, guessing games in outdoor were applied as an alternative media in increasing the young learners' vocabulary mastery. They were used to introduce new vocabulary which dealt on the local curriculum. Allen and Vallete (1997) states that, The games offered a pleasant change of pace in the lesson so they could motivate the students in learning vocabulary, reduced the boredom, and improved the students' vocabulary mastery. This study was action research. The instruments that are used by the researcher are field note, questionnaire and test. The data were gained from the results of the field notes and questionnaire about how the teacher implemented guessing games in outdoor as the material for teaching vocabulary, and the results of the test (the students’ score). The researcher as a teacher was implemented guessing games in outdoor in different ways in each meeting. It could reduce the students’ boredom. Based on the analysis data, the researcher makes conclusion that the implementation of guessing games in outdoor was good for teaching vocabulary. The students were interested in the teaching-learning process by using guessing games. It could be seen from the results of students’ questionnaire and field note. Besides that, the results of students’ test were improved from the first to second meeting. In first meeting the mean score of the class was 70 and second meeting was 90.4. It means that the students’ score were also increased from the first and second writing. Based on the explanation above it means that the implementation of guessing games in outdoor was effective to teach vocabulary. It could make students motivated and interested in learning vocabulary. They also agreed that guessing games in outdoor should be used in teaching –learning process of vocabulary. Keywords: vocabulary, game, guessing game

OPTIMIZING READING COMPREHENSION THROUGH ‘LEARNING STYLE’ BASED ON BUILDING LEARNING POWER
RETAIN Vol 1 No 3 (2013): Volume 1, nomor 3, September-Desember 2013
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Persepsi dan pikiran siswa mempengaruhi salah satu ketrampilan Bahasa Inggris yaitu ketrampilan membaca. Latar belakang pengetahuan mereka membawa mereka untuk memahami sebuah teks yang mereka baca seperti teks eksposisi yang menggabungkan fakta, ide, dan opini. Memiliki pemahaman dalam membaca dibutuhkan untuk dapat mempelajari informasi yang tersedia dalam suatu teks. Pentingnya pemahaman membuat guru harus mengembangkan strategi membaca. Salah satu strategi adalah ‘Learning Style’ berdasarkan Building Learning Power. Penelitian ini bertujuan untuk mendeskripsikan implementasi ‘Learning Style’ berdasarkan Building Learning Power dalam membaca teks eksposisi serta menggambarkan respon siswa terhadap implementasi strategi tersebut. Metode penelitian yang digunakan adalah deskriptif kualitatif. Instrumen yang digunakan adalah observation checklist, field-note, interview, dan questionnaire. Hasil penelitian menunjukkan bahwa implementasi ‘Learning Style’ membuat siswa menaruh minatnya pada kegiatan membaca. Siswa dapat memilih topik sendiri dan menentukan teks yang mereka baca. Mereka juga terlibat dalam diskusi kelompok untuk menjawab permasalahan dari topik yang mereka pilih dan membuat presentasi berdasarkan gaya mereka. Siswa merasa santai dan nyaman ketika belajar. Mereka setuju bahwa strategi ini dapat membantu mereka memahami teks. Kata Kunci: Building Learning Power, ‘Learning Style’, ketrampilan membaca, teks eksposisi. Abstract The students’ perception and thought affects to one of English skills that is reading skill. Their background knowledge leads them to comprehend a text they read such as exposition text which combines facts, ideas, and arguments. Having comprehension in reading that text is needed to learn about information provided. Due to the importance of comprehension, teacher should develop reading strategy. One of the strategies is ‘Learning Style’ based on Building Learning Power. This research aims to describe the implementation of ‘Learning Style’ based on Building Learning Power in reading exposition text as well as describe the students’ responses toward the implementation of this strategy. The research method applied in this research is descriptive qualitative research. The instruments are observation checklist and field-note, interview, and questionnaire. The result shows that the implementation of ‘Learning Style’ makes the students put their interest in reading activity. The students can choose the topic by themselves and determine what text they want to read. They also engaged in a group discussion to answer the problem of topic they chosen and make a presentation based on their style. From the interview and questionnaire, the students feel enjoy and comfortable while learning. They do agree that this strategy can help them to comprehend exposition texts. Keywords: Building Learning Power, ‘Learning Style’, reading skill, exposition text.

THE IMPLEMENTATION OF LOST IN A JUNGLE GAME TO TEACH SPEAKING OF AGREEMENT AND DISAGREEMENT EXPRESSIONS TO THE EIGHT GRADERS OF SMPN 1 MADIUN
RETAIN Vol 1 No 3 (2013): Volume 1, nomor 3, September-Desember 2013
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Dalam mempelajari Bahasa Inggris, berbicara merupakan ketrampilan yang paling penting untuk bisa berkomunikasi dengan para native speaker. Dengan memberikan kesempatan lebih untuk menyampaikan pendapat dan ide, para siswa diharapkan untuk bisa memotivasi diri untuk mampu berbicara dalam Bahasa Inggris. Salah satu usaha yang bisa dilakukan oleh guru adalah menerapkan permainan di dalam kelas. Permainan merupakan salah satu tehnik yang dapat memotivasi siswa dalam proses pembelajaran di dalam kelas. Permainan Lost In A Jungle merupakan sebuah permainan simulasi yang dapat mengaktifkan kemampuan berbicara siswa. Item bahasa yang diaplikasikan dalam permainan ini menggunakan ekspresi agreement dan disagreement. Penelitian ini menggunakan jenis penelitian deskriptif kualitatif. Subyek dalam penelitian ini adalah siswa kelas VIII F di SMPN 1 Madiun. Instrumen dalam penelitian ini adalah tabel observasi dan rubrik ketrampilan berbicara. Data dalam penelitian ini adalah hasil observasi dan deskripsi nilai ketrampilan berbicara siswa yang dikumpulkan selama proses pembelajaran di dalam kelas. Setelah observasi dilakukan, peneliti mendeskripsikan hasil observasi dan nilai ketrampilan berbicara siswa. Kata Kunci: Permainan Lost In A Jungle, ketrampilan berbicara, ekspresi agreement dan disagreement Abstract Speaking is the most important skill because the aim of learning English is to be able communicate with speakers of that language. By giving more opportunities to speak, students are asked to encourage themselves to speak in English. One of the teacher’s efforts is implementing the game since games can motivate students in learning process. Lost In A Jungle game is a kind of simulation game that can activate students’ speaking ability. The language applied in this game uses the expressions of agreement and disagreement expressions. This research is a descriptive qualitative research. The subject is VIII-F class of SMPN 1 Madiun. The researcher uses observation checklist and students’ performance score from rubric of speaking proficiency as the instrument. The data are obtained from the observation during the implementation of Lost In A Jungle game and students’ performance score. After being observed, the researcher described two findings. the observation result from the implementation of Lost In A Jungle game that the teacher had done and the students’ speaking ability are adressed. Keywords: Lost In A Jungle game, speaking, agreement and disagreement expressions.

THE EFFECTIVENESS OF USING ENGLISH SUB-TITLE VIDEO AS ALTERNATIVE MEDIA IN LEARNING READING NARRATIVE FOR TEN GRADERS OF SMAN 1 KUTOREJO
RETAIN Vol 1 No 3 (2013): Volume 1, nomor 3, September-Desember 2013
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English has four skills, one of them is reading. Reading is a complex activity in which uses perception and thought (Elizabeth, 2003:6). According of the syllabus of ten graders of senior High school, reading has some text, one of them is narrative. Narrative has purpose to entertain readers. To build of understanding can be done by some reading strategies. One of them is comprehension reading, comprehension is how the readers to construct the meaning by filling gap between previous experience, prior knowledge then the material of reading, thus readers will get the comprehension based on text reading that they read. To develop reading habit, many researcher use technology to improve it, one of them is used video and it also has sub-title to read and to comprehend. Thus to explore of knowledge of the students on reading by video sub-title or caption, the researcher must ask students to concern only in sub-title then giving them a task of comprehension to measure how far they comprehend of text. The researcher composes one statement of the problem, that “is there a significant difference in terms of reading ability of narrative story between the student who are reading sub-title video as an alternative media than those who are not in that way?”. The research conducts in ten graders of SMAN 1 kutorejo by using video of narrative as alternative media in reading by reading sub-title. The expectation of researcher by using caption video in learning narrative reading is hopefully attracting students in learning activity thus students will not bore by reading which uses text book in all of their learning day in school and hopefully by reading caption video teacher can improve their teaching activity, in effect it can build new method in learning activity. Since "sub-title video" was applied in English class especially in narrative text, it can be explained that this media is applicable and students were interested in it. It can be seen by the result of t-value is 3.15 then comparing by t-table in which t-table is 2.00. It can be concluded that the value of t-test is higher than table thus the sub-title video can improve students skill in learning reading in this case is by using narrative text. Finally, it can be conclude that "sub-title video” is good alternative media in learning reading of narrative text. The key words: reading comprehension, narrative text, sub-title video

THE IMPLEMENTATION OF WRITE-PAIR-SHARE TECHNIQUE IN TEACHING WRITING RECOUNT TEXT TO THE EIGHTH GRADE STUDENTS OF SMPN 1 TARIK
RETAIN Vol 1 No 3 (2013): Volume 1, nomor 3, September-Desember 2013
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Penelitian ini bertujuan untuk mendeskipsikan penerapan teknik Write-Pair-Share untuk mengajar menulis teks recount pada siswa kelas delapan di SMPN 1 Tarik, untuk mendeskripsikan respon siswa terhadap penerapan teknik Write-Pair-Share untuk mengajar menulis teks recount, dan untuk mendeskripsikan hasil menulis teks recount siswa setelah penerapan teknik Write-Pair-Share untuk mengajar menulis teks recount. Penelitian ini menggunakan penelitian deskriptif qualitative tanpa ada perhitungan statistik. Hasil penelitian ini menunjukkan bahwa teknik Write-Pair-Share sukses diterapkan di kelas dan teknik yang membantu baik guru dan siswa dalam proses belajar mengajar menulis teks recount dalam konteks ‘knowledge of content, organization, vocabulary, language use, and mechanics’. Teknik Write-Pair-Share mampu mengajak minat siswa untuk menulis. Kata Kunci: Menulis, teknik Write-Pair-Share, teks recount, siswa kelas delapan, respon siswa. Abstract This study is conducted to describe the implementation of Write-Pair-Share technique in teaching writing recount text to the eighth grade students of SMPN 1 Tarik, the students’ responses toward the implementation of Write-Pair-Share technique in teaching writing recount text, and the students result after the implementation of Write-Pair-Share technique in teaching writing recount text. This study used descriptive qualitative research without any statistical calculation. The result of this study showed that Write-Pair-Share technique was successfully implemented in class and it was helpful technique for both the teacher and the students in teaching and learning process of writing recount text in terms of ‘knowledge of content, organization, vocabulary, language use, and mechanics’. Write-Pair-Share technique could engage the students’ willingness to write. Keywords: Writing, Write-Pair-Share technique, recount text, eighth grade students, students’ response.

THE IMPLEMENTATION OF “WHO AM I” GAME TO TEACH SPEAKING DESCRIPTIVE TEXT TO THE SEVENTH GRADERS OF SMPN 3 KRIAN
RETAIN Vol 1 No 3 (2013): Volume 1, nomor 3, September-Desember 2013
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Kebanyakan siswa siswi sekolah menengah pertama khususnya mereka yang duduk di bangku kelas tujuh selalu mengalami kesulitan untuk mempraktikkan kemampuan berbicara mereka dalam bahasa Inggris terutama dalam hal merangkai ide untuk kemudian disampaikan secara lisan. Oleh sebab itu, direkomendasikanlah penggunaan permainan “Who am I” untuk mengajarkan kemampuan berbicara khususnya dalam materi teks deskriptif. Permainan“Who am I” merupakan jenis permainan tebak-tebakan yang menggunakan gambar orang sebagai media dalam permainan tersebut. Teks deskriptif adalah salah satu jenis teks bacaan yang mempunyai fungsi sosial untuk mendeskripsikan atau menggambarkan sebuah obyek tertentu seperti barang, manusia, tempat, dan lain-lain. Teks tersebut mendeskripsikan tentang penampilan dan ciri-ciri dari obyek tersebut (Wardiman dalam Bestari, 2011: 7).Tujuan-tujuan dari penelitian ini adalah untuk mendeskripsikan penerapan permainan “Who am I” dalam pengajaran kemampuan berbicara untuk materi teks deskriptif, mendeskripsikan kemampuan berbicara siswa siswi dari hasil pembelajaran dengan menggunakan tehnik permainan “Who am I”, dan tujuan terakhir adalah untuk mendeskripsikan tanggapan siswa siswi terhadap penggunaan permainan “Who am I” dalam pengajaran kemampuan berbicara teks deskriptif. Penelitian ini merupakan penelitian yang bersifat deskriptif kualitatif. Subyekdari penelitian ini adalah siswa siswi kelas tujuh khususnya kelas tujuh A di SMPN 3 Krian-Sidoarjo yang terdiri dari 32 siswa. Alhasil, kemampuan berbicara siswa mengalami peningkatan. Hal tersebut ditunjukkan dari peningkatan nilai secara signifikan yang dihasilkan oleh siswa dalam praktik berbicara mereka di kelas selama tiga kali pertemuan. Disamping itu, hasil kuesioner juga menunjukkan bahwa permainan “Who am I” terbukti secara baik dapat menarik minat siswa dan membantu mereka baik dalam hal mengikuti kegiatan belajar mengajar maupun merangkai ide-ide ketika mereka tampil berbicara dalam materi teks deskriptif. Kata Kunci: berbicara, permainanWho am I,teksdeskriptif Abstract Most of Junior High school students especially the seventh graders always have difficulties to speak English especially in organizing the idea. Thus, the implementation of “Who am I” game to teach speaking descriptive text is recommended. “Who am I” game is a kind of guessing game which uses pictures of person as media in the game. Descriptive text is a type of text which has social function to describe or to picture a certain object including things, persons, places, etc. It describes about the appearances and the characteristics of the object (Wardiman in Bestari, 2011: 7). The aims of this study are to describe the implementation of the use of “Who am I”game to teach speaking descriptive text, describe the students’ speaking ability toward the implementation of “Who am I” game in teaching speaking descriptive text, and describe the students’ responses to the implementation of “Who am I” game in teaching speaking descriptive text.This study is a descriptive qualitative study. The subject was the seventh grade students of VII-A class of SMPN 3 Krian-Sidoarjo which consists of 32 students. As a result, the students’ speaking ability became better. It was shown from the significant development that the students made in their speaking performance in the game in three meetings. Besides, from the result of questionnaire, the game is well proved to be able interesting and helping the students in both participating and organizing ideas in speaking descriptive text. Keywords: speaking, Who am I game, descriptive text

The Practice of Immediate Correction on Students’ Oral Production Errors in Tenth Graders Classes of A State High School in Sidoarjo
RETAIN Vol 1 No 3 (2013): Volume 1, nomor 3, September-Desember 2013
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Di dalam pengajaran bahasa Inggris, baik dalam konteks Bahasa Inggris sebagai bahasa kedua maupun bahasa asing, terdapat sebuah teknik yang disebut koreksi langsung atau umpan balik-koreksi, ynag bisanya digunakan dalam mengoreksi kesalahan verbal. Banyak peneliti tidak menganjurkan penggunaan koreksi langsung disebabkan adanya beberapa kelemahan dalam teknik tersebut. Akan tetapi, dalam praktiknya, masih banyak guru bahasa Inggris yang masih menggunakan teknik ini dalam mengoreksi kesalahan verbal siswa. Dalam penelitian ini, peneliti mencoba untuk mengungkap praktik penggunaan teknik koreksi langsung pada kesalahan verbal siswa yang terjadi di tingkatan kelas sepuluh di sebuah sekolah menengah negeri di Sidoarjo. Tujuan penelitian ini adalah untuk mengungkap tipe-tipe koreksi langsung apa saja yang paling banyak digunakan oleh guru bahasa Inggris siswa kelas sepuluh di sekolah tersebut, dan alasan-alasan apa sajakah yang mendasari guru untuk menggunakan tipe-tipe tersebut. Untuk kepentingan tersebut, peneliti meneliti dua orang guru bahasa Inggris siswa kelas sepuluh di sekolah tersebut. Pertama, peneliti mengobservasi proses belajar mengajar yang dilakukan oleh masing-masing guru untuk mencari tahu tipe-tipe koreksi langsung yang paling banyak digunakan oleh guru; para guru sedang mengajar keahlian membaca ketika observasi berlangsung. Kedua, setelah tipe-tipe koreksi langsung yang paling banyak dipakai telah diketahui, peneliti menwawancarai kedua guru mengenai alasan mereka menggunakan tipe-tipe koreksi langsung tersebut. Hasil dari penelitian ini mengungkap bahwa, pertama, tipe-tipe koreksi langsung yang paling banyak digunakan guru dalam mengoreksi kesalahan verbal siswa adalah recasts, explicit correction, repetition, dan metalinguistic feedback. Kedua, ada empat alas an guru dalam menggunakan empat tipe koreksi langsung tersebut. Alasan-alasan tersebut adalah, pertama, guru A menggunakan recasts dan explicit correction atas dasar respon otomatis terhadap kesalahan siswa. Kedua, Guru B menggunakan recast atas dasar kepentingan manajemen kelas atau ketika menemui kesalahan pengucapan yang tidak dapat ditoleransi. Ketiga, kedu guru menggunakan repetition atas dasar keyakinan bahwa repetition dapat membuat siswa menyadari kesalahannya sendiri. Keempat, guru B menggunakan metalinguistic feedback untuk menangani kesalahan yang terjadi pada hal-hal yang pernah diterangkan berulang kali atau kesalahan pada hal-hal yang dianggap masuk dalam tingkatan dasar dalam penguasaan bahasa Inggris. Kata Kunci: Koreksi langsung, Umpan balik-koreksi, Kesalahan dalam pengucapan, EFL Abstract In the teaching of English both in the fields of ESL or EFL, there is a correction technique called immediate correction, or corrective feedback, which is usually used in correcting students’ oral production errors. Immediate correction on students’ oral production errors, however, is a correction technique which many researchers suggest not to use since they believe that immediate correction has several disadvantages. However, despite of the argument, many English teachers still use immediate correction when correcting their students’ oral production errors. In this study, the researcher tried to reveal the practice of immediate correction on students’ oral production errors in tenth graders classes of a state high school in Sidoarjo. This objective covers finding out the immediate correction types which the teachers of tenth graders classes of this state high school in Sidoarjo use most frequently, and the teachers’ reasons for the use of those immediate correction types. Two English teachers participated in the study. The researcher observed the teachers’ performance to find out the immediate correction types that the teachers used most frequently in correcting students’ oral production error, while the teachers were teaching reading skills. Both teachers were then, also interviewed related to their reasons for having used the most frequently used immediate correction types. The study revealed two findings. Firstly, four immediate correction types, namely recasts, explicit correction, repetition, and metalinguistic feedback came out as the immediate correction types, which were most frequently used by the teachers. Secondly, the teachers’ reasons for using the most frequently used immediate correction types were quite various. First, teacher A used recast and explicit correction automatically without any underlying reasons. Second, teacher B had used recast because of her concern over class management issue and students’ bad pronunciation. Third, both teachers used repetition because both teachers believed that repetition could make students realize their own errors. The last, teacher B used metalinguistic feedback to deal with errors over something that has been explained many times and over something that the teacher considered as very basic English. Keywords: Immediate correction, Corrective feedback, Oral production errors, EFL

THE USE OF PUPPET TO TEACH SPEAKING DESCRIPTIVE TEXT FOR TENTH GRADERS OF SENIOR HIGH SCHOOL IN SMA YPM 3 SUMOBITO
RETAIN Vol 1 No 3 (2013): Volume 1, nomor 3, September-Desember 2013
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Bahasa digunakan dalam pembelajaran, sosial, dan emosional dan merupakan elemen penting dalam pembelajaran di subjek lain dalam ilmu pengetahuan. Bahasa cenderung digunakan untuk berbicara bukan untuk menulis jadi berbicara merupakan hal yang utama dalam komunikasi antar manusia. Ketika memulai untuk belajar bahasa lain, maka harus dimulai dengan belajar berbicara. Di sekolah, berbicara itu sangat penting jadi, murid harus percaya diri untuk berbicara didepan kelas, tetapi sebagian besar murid tidak dapat berbicara bahasa Inggris dengan baik. Hasilnya, murid-murid berpikir bahwa berbicara bahasa Inggris itu sulit karena murid-murid merasa takut untuk berbicara bahasa inggris. Untuk menghadapi masalah tersebut, guru seharusnya memodifikasi aktifitas dalam pembelajaran berbicara ketika guru mengajar dan dapat memberikan solusi untuk murid yang tidak percaya diri. Berdasarkan latar belakang tersebut, peneliti tertarik untuk meneliti di pembelajaran dalam mengimplementaasikan wayang sebagai media dalam mengajar berbicara teks deskriptif untuk kelas x dan respon murid di implementasikan dari wayang di pengajaran berbicara teks deskripsi. Peneliti menggunkan deskriptif kualitatif untuk meneliti di penelitiannya. Kelas x dari SMA YPM 3 Sumobito adalah subjek dari penelitiannya. Teknik yang digunakan untuk mengumpulkan data dengan menggunakan observation checklist, dan field note yang digunakan untuk mengimplementasikan dari wayang dalam pengajaran berbicara deskriptif teks. Untuk mengetahui respon murid dari pengimplementasian wayang dalam pengajaran ini penulis menggunaka questionnaire. Selain itu peneliti juga menggunakan test berbicara untuk mengetahui hasil dari murid dalam berbicara di embelajaran speaking deskriptif. Setelah mengkoleksi data, peneliti menganalisis data tersebut. Berdasarkan observasi, dia menemukan yang guru implementasikan dalam menggunakan media wayang di pengajaran di pembelajaran berbicara deskriptif teks ini cocok. Selain itu, penggunaan wayang sebagai media, murid-murid lebih focus dan tertarik untuk tahu tentang wayang, jadi murid-murid merasa percaya diri berbicara bahasa inggris didepan kelas walaupun merekamengalami kesalahan dlam hal mengucapkan.berdasarkan dari hasil questionnaire murid-murid merasa tertarik dan antusias dalam pembelajaran yang menggunakan wayang ini sebagai media. Kesimpulannya, respon murid-murid adalah positif dan aktif di kelas karena mereka merasa mudah dan mengerti dari materi yang telah disampaikan oleh guru. Wayang memberikan motivasi dan murid-murid dapat mengembangkan kemampuan mereka di pembelajaran berbicara teks deskriptif dengan menggunakan wayang daripada sebelum menggunakan wayang. Kata Kunci: berbicara, wayang, teks deskriptif, SMA. Abstract Language has a central role in extending the learner’s intellectuality, social, and emotional and as the main element to learn the other subject of knowledge. Language is primarily spoken not written so spoken language is the first form of communication between human beings. When one starts to learn other language, he or she starts it by learning speaking. In the school speaking is very important so, the students must be confident to speak in front of class but ironically, most of students cannot speak English well directly. As a result, the students think that speaking is difficult for them because they always feel afraid to speak use English. To avoid this, the teacher should modify the speaking activity when the teacher teach and can solve the students’ unconfident to speak. Related to the matters above, the researcher interested to observe in study the implemented of puppet as the media in teach speaking descriptive text, which is accordance with the students’ problem in teaching learning process of speaking. This study is conducted to describe the implemented of puppet in teach descriptive text for tenth graders and the students’ responses on the implemented of puppet in teach speaking descriptive physical appearance for tenth graders. The researcher used descriptive qualitative research in her study. The tenth graders of SMA YPM 3 Sumobito are the subjects of her observation. The data collection technique used for this research are observation checklist and field note which were used to obtain the data of the implemented of puppet in teach speaking descriptive text. To know the students’ responses of the implemented of puppet in teach speaking descriptive physical appearance, the writer did questionnaire. Besides, the researcher also knew the students’ resulted in speaking descriptive text used speaking test. After collected the data, the researcher analyzed them. Based on the researcher’s observation, she found that the teacher implemented puppet in teach speaking descriptive text is appropriated. Besides, used puppet as the media, the students were more focus and interested to know about the physical appearance of puppet, so the students felt confident speak in front of class although their had mispronounced and based on the resulted of questionnaire, the students were interested in puppet as the media in speaking descriptive text activity. Finally, used puppet the students’ responses are positive and the students were active in the class because they felt easy and understood what the material to be described which is the puppet. Puppet gave students’ motivated and students could develop their ability in speaking descriptive text by used puppet as media than without media. The students’ speaking is better than before. Key word: speaking, puppet, descriptive text, senior high school

The Use of Pair Taping to Teach Speaking of Recount Text to the Eighth Grade Students
RETAIN Vol 1 No 3 (2013): Volume 1, nomor 3, September-Desember 2013
Publisher : RETAIN

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Kemampuan berbicara berperan penting dalam pembelajaran bahasa Inggris, guru harus kreatif dalam pengajaran berbicara untuk meningkatkan kemampuan berbicara siswa. Penerapan Pair Taping dapat menjadi sebuah aktivitas yang menarik dan menyenangkan dalam proses belajar dan mengajar. Pair Taping umumnya diterapkan dengan merekam suara siswa, namun dalam penerapan di dalam kelas, peneliti menemukan seorang guru yang menerapkan Pair Taping dengan rekaman video. Ini adalah hal yang baru dalam penerapan Pair Taping , oleh karena itu ada kebutuhan untuk meneliti tentang hal ini. Penelitian ini adalah Descriptive Qualitative yang bertujuan untuk mendeskripsikan penerapan Pair Taping untuk mengajar berbicara teks Recount untuk kelas delapan dan mendeskripsikan kemampuan berbicara siswa. Peneliti menggunakan lembar observasi dan tugas siswa sebagai instrumen dari penelitian ini. Data diperoleh dari observasi selama proses belajar mengajar dan dua rekaman yang dilakukan siswa. Sebagai hasil analisa data, peneliti menemukan bahwa Pair Taping bisa digunakan dalam pengajaran berbicara teks Recount. Pair Taping membuat siswa terlibat dalam aktivitas pembelajaran sehingga mereka dapat berdiskusi dan melakukan rekaman secara berpasangan.. Peneliti juga menemukan bahwa Pair Taping dapat digunakan untuk melihat kemampuan berbicara siswa. Dengan melakukan Pair Taping, siswa dapat menjadi lebih percaya diri dan mendapat nilai yang baik dari segi Grammar, Vocabulary, Content, Fluency, and Pronunciation. Kata Kunci: Pair Taping, Berbicara, Teks Recount Abstract Speaking skill plays an important role in learning English, a teacher must be creative in teaching speaking to improve students’ speaking proficiency. Conducting pair taping can be an interesting and engaging form of teaching and learning activity. Pair taping is usually conducted by recording the students’ voice but in the classroom, the researcher found a teacher conducted it by taping a video. As this was new implementation, there is a need to study it. This study was a descriptive qualitative research aiming to describe the implementation of pair taping to teach speaking of recount text to the eight grade students and describe how the students’ speaking skills were like. The researcher used observation sheet and students’ task as the instruments of this research. The data were obtained from the observation during the teaching- learning process and the two tapings students did. As a result of data analysis, the researcher found that pair taping could be used in teaching speaking recount. It made students engagely involved in the learning activity so that they could discuss and tape their speaking in pairs. From the analysis, the researcher found out that pair taping could be used to see further the students’ speaking skill. By doing pair taping, students could be more confident and got good score in grammar, vocabulary, content, fluency, and pronunciation. Key words : Pair Taping, Speaking, Recount

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name
Him'mawan Adi Nugroho

Contact Email
himmwannugroho@unesa.ac.id

Phone
+6281334244887

Journal Mail Official
evarahmawati@unesa.ac.id

Editorial Address
English Department, Faculty of Languages and Arts, Universitas Negeri Surabaya Building T4, 2nd floor, Kampus Lidah Wetan, Universitas Negeri Surabaya, Surabaya, Indonesia

Location
Kota surabaya,

Jawa timur

INDONESIA

Abstract

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Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name Him'mawan Adi Nugroho

Contact Email himmwannugroho@unesa.ac.id

Phone +6281334244887

Journal Mail Official evarahmawati@unesa.ac.id

Editorial Address English Department, Faculty of Languages and Arts, Universitas Negeri Surabaya Building T4, 2nd floor, Kampus Lidah Wetan, Universitas Negeri Surabaya, Surabaya, Indonesia

Location Kota surabaya, Jawa timur INDONESIA

Abstract

Abstract

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Abstract

Abstract

Abstract

Abstract

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Abstract

Contact Name
Him'mawan Adi Nugroho

Contact Email
himmwannugroho@unesa.ac.id

Phone
+6281334244887

Journal Mail Official
evarahmawati@unesa.ac.id

Editorial Address
English Department, Faculty of Languages and Arts, Universitas Negeri Surabaya Building T4, 2nd floor, Kampus Lidah Wetan, Universitas Negeri Surabaya, Surabaya, Indonesia

Location
Kota surabaya,

Jawa timur

INDONESIA