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INDONESIA
RETAIN (RESEARCH ON ENGLISH LANGUAGE TEACHING IN INDONESIA)
Published by Universitas Negeri Surabaya
ISSN : 23562617     EISSN : -     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
RETAIN publishes articles within the scope of English Language Teaching and Applied Linguistics. RETAIN publishes articles within the scope of English Language Teaching and Applied Linguistics.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 934 Documents
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The Use of Writing Peer-Feedback Mila Hayati, Rida Rosyida
RETAIN Vol 9 No 1 (2021)
Publisher : RETAIN

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Abstract

Recently, there are many studies conducted about peer-feedback. Most result found that peer-feedback has many benefits for the students or even for the teacher. For example, the study conducted by Herdhono in 2015 and Trisnawati in 2009 found that peer feedback can improve the students writing ability. The results of studies show that it is an effective way to reduce errors and mistakes of the students because it helps students to remember their errors and mistakes and to remember the correct ones since their peers provide the correction. Therefore, the purpose of this research was to verify the advantages of written peer-feedback, it is important to revisit peer-feedback technique as the way to improve the students’ writing ability. If peer-feedback technique is good for students in the learning process, do most of teachers use it for the students? This research used survey research as the research design. The subject for this research was the third graders and five teachers of SMA Negeri 15 Surabaya. The researcher used content validity which means every question on the questionnaire represented every single element related to the research question. Site visit had been conducted to avoid data manipulation. After getting the data, the researcher analyzed the data by describing the information from the questionnaire. The findings have shown that the existence of Peer-Feedback is found to be teacher centered in which the teacher fully guided the students to write Peer-Feedback. The reasons why the teacher decides to use written Peer-Feedback is that actually to the give opportunity for the students opportunity in order to make better the quality of their writing. The students claimed the aspect of punctuation and spelling are the easiest one to give Peer-Feedback on. In otherwise, the aspect of vocabulary did not become their main interest in giving written Peer-Feedback. So that, the teacher was not fully able to let the students do the job by themselves. Keywords: Teacher, Peer-feedback, Writing
The Study of Corrective Written Feedbacks in Stu dents’ Written Works in Al Falah Junior High School Sidoarjo Annisa’ Karimatul Fikroh Fikroh, Annisa' Karimatul
RETAIN Vol 9 No 1 (2021)
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Abstract

In writing, feedback can be defined as input from a teacher to the students with the effect of providing information to the students for revision. Many studies have been conducted on the effect of the type of feedback on learners’ writing. Many of them reported that there is significant improvement in students’ composition made by the students who are given indirect corrective written feedback. There is one research that observed the implementation of indirect corrective written feedback by professional English teacher in in a private junior high school in Sidoarjo. However, the research does not observe another teacher in the school that may give the same or different kinds of feedback. Furthermore, in teaching and learning process of writing there must be more than one feedback given by the teacher. Hence, this research wants to find out kinds of feedback the teacher gave and the reason for giving it. Furthermore, it will observe the result of students’ written products. Kata Kunci: indirect corrective feedback, direct feedback, written feedback, writing products.
THE IMPLEMENTATION OF LISTEN READ DISCUSS STRATEGY TO TEACH READING OF RECOUNT TEXT. NUGROHO, DICKY CAHYO
RETAIN Vol 9 No 1 (2021)
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Abstract

Abstract This research aims to examine the implementation of the LRD (Listen-Read-Discuss) strategy to teach reading of recount text and to discover the obstacles faced by the teachers and the students during teaching learning reading of recount text using LRD strategy. This research uses theory of reading and theory of LRD by Manzo and Casale. This research is descriptive qualitative. The subjects of this research are two English teachers and X grade students of MA Amanatul Ummah Mojokerto. To obtain the data, the researcher uses observation, interview, and questionnaire. The data were analyzed inductively, qualitatively, and interpretively. The results of this research show that the implementation of LRD strategy to teach reading of recount text is still less successful, less effective, and not maximal. The problems that arise in this study can be seen from the point of view of the teacher, the teacher has difficulty managing the time in implementing the LRD steps, while from the student's point of view, the lack of vocabulary is the reason this strategy does not work optimally. Keywords: LRD strategy, Teaching Reading, Recount text.
PROJECT BASED LEARNING IN TEACHING SPEAKING OF DESCRIPTIVE TEXT FOR SENIOR HIGH SCHOOL STUDENTS Rakhmannia, Emita Dwisda
RETAIN Vol 9 No 1 (2021)
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Abstract

The purpose of the study is to find out the use of project based learning to improve students speaking ability and their prespective toward the implementation of the method. The design of this research is in the form of qualitative data. There are 30 students of 10th grade in a senior high school in Surabaya as the subject of this study. The result of students’ speaking would e computed by ms excel and the result of students prespective toward the implementation of project based learning will be form as transcription. As a result, that use project based learning can improve students speaking ability and the result of interview shows that students shows their interest during the implementation of the method and the most important they don’t feel afraid to speak up.
Students’ Perception and Writing Competence towards the Use of Google Classroom in Learning Writing Wicaksono, Rachmad Agung
RETAIN Vol 9 No 1 (2021)
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Abstract

The purpose of this study was to describe the perception and writing competence of tertiary level students towards the use of Google classroom in learning academic writing course namely analytical and expository writing. There were fifteen participants in this study consisted of undergraduate students of certain university in Surabaya, Indonesia. In order to describe their perception, questionnaires and semi-structured interview were given. While, their writing competencies were analyzed using a writing rubric. The result of this study showed that 67% of the students showed excellent perception, 27% have good perception, and 7% have fair perception. Thus, the students showed overall excellent perception towards the use of Google classroom in analytical and expository writing course. Furthermore, 67% of the students showed excellent writing competence, 27% showed adequate competence, and the remaining 7% showed fair competence. Thus, it can be inferred that students’ writing competences in analytical and expository writing course are considered excellent. Keywords: Google classroom, Students’ perception, Writing competence
An Analysis on Writing Materials of English Textbooks for Seventh Grade entitled “Bahasa Inggris When English Rings a Bell” Published by Ministry of Education and Culture Fahmi, Iqbal Zulfikar
RETAIN Vol 9 No 1 (2021)
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Abstract

The aim of this study is to identify the writing task presented on the textbook and the conformity to writing tasks criteria on English textbook for seventh grade published by Ministry of Education and Culture. This study used descriptive qualitative in terms of content analysis as the methodology. The data were obtained from textbook and checklist. The textbook is used to identify the presented writing task on the textbook and the checklist which were selected and adapted from BSNP and William (1983) is used whether the writing task on the textbook is conformed to the criteria or not. The result shows there were four types of writing tasks performed in the textbook; making list, filling in table, completing sentence, paragraph, or conversation, and reviewing. The writing tasks also conform to its criteria; giving them controlled and guided writing, has appropriate progression and variety tasks, dealing with writing components, and leading the written work to be practiced orally. Keywords: textbook, writing task, and criteria
The Implementation of Peer Feedback Strategy in Teaching Recount Text Mualifah, Siti
RETAIN Vol 9 No 1 (2021)
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Abstract

Peer feedback could be a strategy that can be implemented by the teachers, especially in teaching writing. The steps of peer feedback strategy enable students to finish their assignments with their peers. They can contribute to their peers’ drafts for a better final draft. However, some problems were faced by students in giving feedback such as lack of grammatical knowledge, have limited English vocabularies to give feedback and difficult to understand the instruction. This study is conducted through qualitative design to describe the implementation of peer feedback strategy in teaching Recount text. The subject of this study is a teacher of tenth graders of Vocational High School 1 Driyorejo, Gresik. The research instruments are field notes and interviews. Moreover, the result appears that the steps in actualizing peer feedback strategy in teaching writing Recount text are (1) Pre-peer feedback included brainstorming, introducing peer feedback in writing, writing a draft, and training the peer feedback process (2) While-peer feedback where students begin their peer feedback while the teacher monitors and helps students while doing peer feedback process (3) Post-peer feedback where students get their draft and proceed to reexamine their draft based on their peer criticism. Furthermore, the problems in executing peer feedback strategy in educating writing Recount text are students’ characteristics, creating active peer feedback groups, and setting up the training section as the guidance of peer feedback strategy.Keywords: peer feedback, teaching writing, recount text.
EFL Student's Attitude towards Writing Peer Assessment Adiyani, Pradipta Nahdah
RETAIN Vol 9 No 03 (2021)
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Abstract

Abstrak Penilaian alternatif telah menjadi pusat perhatian ketika paradigma penilaian mulai berubah ke metode yang lebih integratif yang menggabungkan penilaian sumatif dan formatif. Implementasi penilaian sejawat di kelas menulis pendidikan tingkat lanjut jurusan bahasa Inggris sebagai bahasa asing adalah salah satu contoh penggunaan penilaian alternatif. Penilaian sejawat dipraktikkan secara luas dalam kelas menulis dan telah terbukti secara empiris melalui sejumlah studi bahwa penilaian sejawat secara signifikan terbukti efektif dalam mempromosikan keterampilan menulis siswa bahasa inggris sebagai bahasa asing di perguruan tinggi di samping keterampilan berpikir tingkat tinggi seperti keterampilan kritis dan analitis. Menghasilkan dampak yang luar biasa seperti itu sangat bergantung pada beberapa faktor, salah satunya adalah sikap siswa dalam penilaian sejawat. Sikap siswa dianggap penting dalam keberhasilan implementasi penilaian sejawat karena menentukan kualitas penilaian sejawat dari tingkat umpan balik dan ketepatan penilaian. Artikel ini bertujuan untuk meninjau secara kritis berbagai hasil yang disarankan dalam literatur terkait yang mempelajari sikap siswa pendidikan tingkat lanjut terhadap penggunaan penilaian sejawat dalam kelas menulis. Mengikuti tujuan ini, artikel ini juga akan mencoba membuat panduan konklusif berdasarkan implementasi pedagogis dari penilaian sejawat. Kata kunci: Penilaian alternatif, penilaian sejawat, kelas menulis, sikap siswa Abstract Alternative assessment has been in the spotlight of attention as the paradigm of assessment begins to shift into a more integrative style that incorporates both summative and formative assessment. The implementation of peer assessment in EFL higher education writing classrooms is among the examples of alternative assessment use. Peer assessment is widely practiced in writing classrooms and it has been empirically evident through scores of studies that peer assessment is significantly effective in promoting EFL higher education student’s writing skill in addition to high order thinking skills such as critical and analytical skills. Having generated such remarkable impact crucially depends on some factors, one of which is student’s attitude in peer assessment. Student’s attitude is deemed important in a successful implementation of peer assessment as it determines the quality of peer assessment by the level of feedback and grading’s accuracy. This article aims to critically review the various results suggested in related literature which studied higher education student’s attitude toward the use of peer assessment in a writing classroom. Following this objective, this article used library study as a method and critical analysis to the data gathered to form an insightful evidence-based qualitative review. Lastly, it will also try to make a conclusive guide based on the pedagogical implementation of peer assessment. Keywords: Alternative assessment, peer assessment, writing classroom, student's attitude
THE IMPLEMENTATION OF PEER ASSESSMENT IN ONLINE WRITING CLASS AT SENIOR HIGH SCHOOL IN BAWEAN Amalia, Nur Zikri
RETAIN Vol 9 No 1 (2021)
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Abstract

Peer assessment is a kind of assessment process for the students who share the works and asks their peer to give feedback as their function as a group and use the feedback to revise and improve their work. Moreover, this study is aimed to explore how the teacher trains the students to do peer assessment in online writing class, how the teacher explains the rubric for peer assessment in online writing class, how the students implement peer assessment in online writing class, and how the teacher does the follow up task after the students implement peer assessment in online writing class. Qualitative-basic interpretive study was applied in this study to answer the research questions. Furthermore, field notes were used as the instrument of this study. Field note ware used to take note all information about how the implementation of peer assessment was running in the online writing class. The researcher observed the teacher’s and students’ verbal behavior and documents in order to discover the implementation of peer assessment in online writing class. This research was conducted in two meetings. The finding of this study showed that in the training stage, the teacher was still at the stage of explaining the definitions and benefits of peer assessment for students, not the stage of training students to conduct peer assessment. In explaining the rubric used, the teacher did not explain the criteria and description consisted in the rubric. The teacher only explained the benefits of the rubric for students in peer assessments process and the aspects that students should assess on the peer’s writing results. Students implemented peer assessment after the teacher sent the soft file of rubric to their group. In the peer assessment process, the students were also lack of discussion with the peers. Moreover, the teacher provided feedback as a form of teacher’s follow-up task on student writing results. In sum, the finding of this study showed that the implementation of peer assessment in online writing class was still ineffective. Keywords: peer assessment process, online writing class, training, rubric, follow-up task.
THE RELATIONSHIP BETWEEN STUDENTS’ VOCABULARY MASTERY AND EFL WRITING QUALITY Zahiroh, Safrida Faradiz
RETAIN Vol 9 No 1 (2021)
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Abstract

This quantitative study aims to find out the correlation between students’ vocabulary mastery and the writing quality of information report text. The updated version of Vocabulary Size Test and the students’ writing tasks were the instrument of this study. The researcher used an updated writing rubric to assess and give a score for the student's writing task. Fifty-four students of 9th-grade in a junior high school in Sidoarjo became the subject of this study. The data was collected by conducting a vocabulary size test and collecting the students’ writing tasks. The data analysis technique for Vocabulary Size Test was computing the students’ scores from the test. Meanwhile, the students’ writing tasks were analyzed and assessed based on the writing rubric. The Pearson correlation shows that the p-value is .562, and it is higher than the level of significance (α = .05). It does prove that there is no correlation between vocabulary mastery and writing quality in terms of scores. The coefficient correlation (r) of writing shows a negative correlation since r = -1. It concludes that vocabulary is not the only aspect to determine the writing quality. Other aspects of writing components, such as content, organization, language use, and mechanics play an essential role as well. Thus, the teachers shall teach vocabulary and other aspects of language effectively.

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