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Spoken Model Texts and Students’ Produced Spoken Texts in a State Junior High School in Surabaya
RETAIN Vol 4 No 2 (2016): Vol 4 Nomer 2 (2016
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Spoken Model Texts and Students’ Produced Spoken Texts in a State Junior High School in Surabaya Cicilia Reny Wijaya English Education, Faculty of Language and Arts, State University of Surabaya Ciciliawijaya@mhs.unesa.ac.id Ahmad Munir English Education, Faculty of Language and Arts, State University of Surabaya ahmadmunir@unesa.ac.id Abstrak Penelitian ini berkaitan dengan teks model lisan dan teks produksi lisan siswa dalam pembelajaran bahasa Inggris. Penelitian ini menjawab apakah teks lisan produksi siswa mencerminkan model teks lisan yang diberikan guru. Studi kasus digunakan dalam penelitian ini. Seorang guru instruktur nasional bahasa Inggris di sebuah SMP Negeri di Surabaya terpilih sebagai subyek dari penelitian ini. Data dikumpulkan melalui dokumentasi RPP dan observasi proses pembelajaran. Kemudian, data dianalisis secara kualitatif. Hasil dari penelitian ini menunjukkan bahwa hanya ada sedikit kemiripan dari teks lisan produksi siswa dengan teks model lisan. Kata Kunci: teks, teks lisan, teks model, teks produksi Abstract This study deals with spoken model texts and produced students’ spoken texts in the English learning process. The objective of this study is to find out whether the students’ produced spoken texts resemble the spoken model texts. A case study was applied in this research. A national instructor English teacher of 2013 curriculum in a state junior high school in Surabaya was chosen as the subject of this study. The data were collected by documentation of the lesson plan and observation of the learning process. Then, the data were analyzed qualitatively. This study found out that there was a little resemblance of the students’ produced spoken texts to the spoken model texts. Keywords: text, spoken text, model text, produced text.

PROBLEM-BASED LEARNING IN TEACHING WRITING APPLICATION LETTER TO THE TWELFTH GRADERS OF SMKN 6 SURABAYA
RETAIN Vol 4 No 2 (2016): Vol 4 Nomer 2 (2016
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PROBLEM-BASED LEARNING IN TEACHING WRITING APPLICATION LETTER TO THE TWELFTH GRADERS OF SMKN 6 SURABAYA Devi Indriani English Education Department, Language and Art Faculty, Surabaya State University. deviindriani@mhs.unesa.ac.id Ririn Pusparini English Education Department, Language and Art Faculty, Surabaya State University. rrn.puspa@gmail.com Abstrak Penelitian ini bertujuan untuk mendeskripsikan penerapan model pembelajaran berbasis masalah untuk mengajar menulis teks surat lamaran kerja pada siswa kelas dua belas di SMKN 6 Surabaya dan untuk mendeskripsikan hasil menulis teks recount siswa selama penerapan model pembelajaran berbasis masalah untuk mengajar menulis teks surat lamaran kerja. Penelitian ini menggunakan penelitian deskriptif qualitative tanpa ada perhitungan statistik. Hasil penelitian ini menunjukkan bahwa model pembelajaran berbasis masalah sukses diterapkan di kelas dan model yang membantu baik guru dan siswa dalam proses belajar mengajar menulis teks surat lamaran kerja dalam konteks “content, organization, vocabulary, language use, and mechanics‟. Model pembelajaran berbasis masalahsebagai model pembelajaran mampu memotivasi siswa bergabung dalam proses pembelajaran di kelas dan mampu mengajak minat siswa untuk menulis. Kata Kunci: Menulis, Model Pembelajaran Berbasis Masalah, Teks Surat Lamaran Kerja. Abstract This study is conducted to describe the implementation of Problem-Based Learning in teaching writing application letter text to the twelfth graders of SMKN 6 Surabaya and the students writing result toward the implementation of Problem-Based Learning in teaching writing application letter text. This study used descriptive qualitative research without any statistical calculation. The result of this study showed that Problem-Based Learning was successfully implemented in class and it was helpful for both the teacher and the students in teaching and learning process of writing application letter text in terms of “content, organization, vocabulary, language use, and mechanics‟. Problem-Based Learning as a learning model could motivate the students involved in the learning process as well. Problem-Based Learning could encourage the students’ to write and engage the students’ willingness to write. Keywords:Writing, Problem-Based Learning, Application Letter.

DISCOVERY LEARNING IN TEACHING THE EXPRESSION OF GIVING OPINION TO THE ELEVENTH GRADERS OF SMAN 1 KRIAN
RETAIN Vol 4 No 2 (2016): Vol 4 Nomer 2 (2016
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DISCOVERY LEARNING IN TEACHING THE EXPRESSION OF GIVING OPINION TO THE ELEVENTH GRADERS OF SMAN 1 KRIAN Elsa Alvarisi English Education Department, Language and Art Faculty, Surabaya State University. elsaalvarisi@mhs.unesa.ac.id Ririn Pusparini English Education Department, Language and Art Faculty, Surabaya State University. rrn.puspa@gmail.com Abstrak Penelitian ini bertujuan untuk mendeskripsikan penerapan model pembelajaran berbasis penemuan untuk mengajar ungkapan memberi pendapat pada siswa kelas sebelas SMAN I Krian, dan untuk mendeskripsikan hasil berbicara siswa selama penerapan model pembelajaran berbasis penemuan, dan mengetahui respon siswa terhadap penerapan model pembelajaran berbasis penemuan. Dalam penelitian ini, peneliti melaksanakan observasi yang berhubungan dengan manfaat model pembelajaran berbasis penemuan dalam pengajaran ungkapan memberi pendapat. Selain itu, peneliti melaksanakan penelitian kualitatif sebagai desain penelitian. Implementasi model pembelajaran berbasis penemuan dengan sukses diterapkan sebagai model untuk mengajar ungkapan memberi pendapat pada kelas XI SMAN I Krian. Disamping itu, siswa tertarik dan terlibat dalam proses belajardengan antusias. Mereka juga dapat meningkatkan kemampuannya untuk berbicara selama implementasi model pembelajaran berbasis penemuan. Kata Kunci: Berbicara, Model Pembelajaran Berbasis Penemuan, Memberi Pendapat. Abstract This study is conducted to describe the implementation of Discovery Learning in teaching the expression of giving opinion to the eleventh graders of SMAN 1 Krian, the students’ speaking competence during the implementation of discovery learning in teaching the expression of giving opinion of SMAN 1 Krian and the students’ responses towards the use of discovery learning in teaching the expression of giving opinion of SMAN 1 Krian. The researcher was conducted an observation which related to the use of Discovery learning to teach speaking. Moreover, the researcher conducted descriptive qualitative research as a research design. Discovery learning was successfully used as a model to teach the expression of giving opinion to the eleventh graders of SMAN I Krian. In addition, the students were interested and involved in the learning process enthusiastically. They also could enhance their ability to speak during the implementation of Discovery Learning. Keywords: Speaking Skill, Discovery Learning, Giving Opinion

Error and Mistake Analysis of Linguistic Components in the Writing Composition
RETAIN Vol 4 No 2 (2016): Vol 4 Nomer 2 (2016
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Error and Mistake Analysis of Linguistic Components in the Writing Composition Fani Puspita Utami English Education Program, Language and Art Faculty, State University of Surabaya utami.fani@yahoo.com Prof. Dr. Susanto, M.Pd. English Education Program, Language and Art Faculty, State University of Surabaya susantoniki@gmail.com Abstrak Penelitian ini memuat tentang jenis kesalahan pada tiga komponen kebahasaan; morfologi, sintaks, dan leksikal dalam komposisi tulisan siswa. Penelitian ini bertujuan untuk mengungkap bahwa kesalahan siswa tidak hanya tergolong ke error namun juga mistake. Terdapat tiga subjek yang mewakili tiga kelompok; tulisan siswa yang baik, rata-rata, dan buruk. Dari analisis yang dilakukan, kesalahan pada tulisan siswa tidak hanya tergolong dalam error saja sebagaimana penelitian terdahulu. Namun juga, terdapat kesalahan yang tergolong ke dalam mistake. Error pada morfologi ditemukan pada ketiga subjek sedangkan mistake pada morfologi hanya terdapat pada tulisan yang buruk. Error dan mistake pada sintaks ditemukan pada ketiga subjek. Lalu, error pada leksikal juga terdapat pada ketida subjek sedangkan mistake pada leksikal hanya terdapat pada tulisan yang rata-rata. Penelitian ini membuktikan bahwa kesalahan yang muncul selama proses pembelajaran tidak hanya tergolong ke dalam error namun juga mistake. Walaupun subjek penelitian ini adalah teks naratif, peneliti yakin bahwa siswa akan membuat kesalahan serupa dalam teks yang lainnya seperti teks dekskripsi, laporan, prosedur, dll. Keywords: Kesalahan, Analisis Kesalahan, Komponen Kebahasaan, Morfologi, Sintaks, Leksikal. Abstract This study comprises the two kinds of deviation in the three linguistic components; morphology, syntax, and lexical in the writing composition. It aims to find out that the learners’ deviations do not only belong to errors but also mistakes. There are three subjects in this study; a good writing composition, an average writing composition, and a poor writing composition. From the conducted analysis, the found deviations do not only belong to errors but also mistakes. The morphological errors are found in the three subjects while the morphological mistakes are only found in the poor writing composition. Then, both syntactical errors and mistakes are found in all subjects. Finally, the lexical errors are found in the good, average, and poor writing compositions yet the lexical mistakes are only found in the average writing composition. From the study, it was proven that the learners’ deviations do not only belong to errors but also mistakes. Although the compositions are narrative, the researcher believes that the learners will also commit the similar deviations in another compositions such as descriptive, report, recount, etc. Keywords: Error, Error Analysis, Mistake, Mistake Analysis, Linguistic Components, Morphology, Syntax, Lexical.

AN ANALYSIS OF STUDENTS’ SPEAKING ANXIETY IN PUBLIC SPEAKING CLASS IN ENGLISH DEPARTMENT OF UNIVERSITAS NEGERI SURABAYA
RETAIN Vol 4 No 2 (2016): Vol 4 Nomer 2 (2016
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AN ANALYSIS OF STUDENTS’ SPEAKING ANXIETY IN PUBLIC SPEAKING CLASS IN ENGLISH DEPARTMENT OF UNIVERSITAS NEGERI SURABAYA IRMA NURLAILI English Education, Language and Art Faculty, State University of Surabaya irmanurlaili@mhs.unesa.ac.id ESTI KURNIASIH, S. Pd., M. Pd. English Education, Language and Art Faculty, State University of Surabaya estikurniasih@unesa.ac.id Abstrak Penelitian ini bertujuan untuk mendeskripsikan komponen-komponen kegugupan berbicara yang teridentifikasi dalam Kelas Public Speaking, mendeskripsikan penyabab-penyebab mengapa siswa merasa gugup, dan mendeskripsikan solusi untuk mengatasi dan mengurangi kegugupan berbicara dalam Kelas Public Speaking. Penelitian ini adalah penelitian deskriptif kualitatif. Peneliti menganalisis data secara kualitatif. Subjek dari penelitian ini adalah mahasiswa-mahasiswa Pendidikan Bahasa Inggris Universitas nNegeri Surabaya yang berada di semester IV dan mengambil Kelas Public Speaking. Data diperoleh melalui pengamatan. Peneliti menggunakan field note, lembar pengamatan, wawancara, dan Foreign Language Classroom Anxiety Scale (FLCAS) untuk membantu peneliti memperoleh data. Berdasarkan hasil yang diperoleh, dapat disimpulkan bahwa ada 3 (tiga) komponen kegugupan berbicara yaitu communication apprehensions, test anxiety, dan also fear of negative evaluation. Kegugupan berbicara terjadi karena beberapa penyebab. Peneliti menemukan hanya ada 3 (tiga) penyebab kegugupan berbicara yaitu personal and interpersonal, classroom procedures, dan language test. Kemudian, untuk menyelesaikan permasalahan ini, peneliti menemukan 5 (lima) solusi untuk mengatasi dan mengurangi kegugupan berbicara yaitu planning for change, confronting anxiety-provoking situation, changing the way to communicate and improve the relationships, learning to make presentation with confidence, dan stop trying to be perfect. Kata kunci: kegugupan, kegugupan berbicara, speaking di depan umum Abstract This research is aimed to describe the components of speaking anxiety which are classified in Public Speaking Class, describe the causes why the students feel anxious, and describe the solution to overcome and reduce the speaking anxiety in Public Speaking Class. This study is a descriptive qualitative study. The researcher analyzed the data qualitatively. The subjects of the study are college students in English Department of Universitas Negeri Surabaya who are in the fourth semester and take Public Speaking Class. The data was obtained by doing observation. The researcher used field notes, observation checklist, interview guide, and Foreign Language Classroom Anxiety Scale (FLCAS) to help her obtain the data for the research. Based on the data result, it can be concluded that there are 3 (three) components of students speaking anxiety in Public Speaking Class. They are communication apprehensions, test anxiety, and also fear of negative evaluation. The speaking anxiety happened because of some reasons. The researcher found only 3 (three) causes of speaking anxiety. They are personal and interpersonal, classroom procedure, and language test. Then, to solve this problem, the researcher found 5 (five) solutions to overcome and reduce speaking anxiety. They are planning for change, confronting anxiety-provoking situation, changing the way to communicate and improve the relationships, learning to make presentation with confidence, and stop trying to be perfect. Keywords: anxiety, speaking anxiety, public speaking.

Project Based Learning Method in The Teaching of Writing Recount Text to The Tenth Graders
RETAIN Vol 4 No 2 (2016): Vol 4 Nomer 2 (2016
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Project Based Learning Method in The Teaching of Writing Recount Text to The Tenth Graders Angela Veronica Vinchi Atuna English Education, Language and Art Faculty, State University Surabaya angelaa.@mhs.unesa.ac.id Him’mawan Adi N, S.Pd., M.Pd. English Education Department, Faculty of Language and Art, State University of Surabaya himmawan_95@yahoo.co.id Abstrak Terdapat empat pokok keahlian di bahasa inggris di jajaran Sekolah Menengah Atas, yaitu mendengarkan, berbicara, membaca dan menulis. Menulis termasuk keahlian yang tidak mudah untung dipelajari. Kesulitan yang didapat dari menulis datang dari urutan pokok bahasan dan susunan kebahasaan di dalam sebuah teks. Maka dari itu, guru bisa mencoba menggunakan metode pengajaran yang tepat untuk membantu siswa lebih mengerti tentang teks recount. Salah satu metode pengajaran yang bisa digunakan guru yaitu menggunakan metode Project Based Learning. Project Based Learning dikenal sebagai metode tradisional yang dibuat untuk mengembangkan kemampuan siswa dalam berkomunikasi baik secara oral maupun tulisan yang bisa di tunjukan melalui situasi, fungsi dan topik yang ada (Richards, 2001). Tujuan dari metode ini adalah untuk menghasilkan suatu produk sebagai hasil pembelajaran dan penelitian ini memakai scrapbook sebagai produknya. Penulis menggunakan cara kualitatif sebagai metode penelitian. Terdapat dua permasalahan masalah di dalam penelitian ini, yaitu meohat cara guru menerapkan metode project based learning ini kedalam pengajaran menulis teks recount dan melihan hasil siswa selama penerapapan metode pengajaran project based learning di dalam menulis teks recount. Penelitian ini menggunakan dua jenis instrumen, yaitu lembar pengamatan dan hasil akhir tulisan siswa sebelum membuat produk. Penelitian ini dilakukan selama tiga kali pertemuan. Penelitian ini membawa hasil yang cukup baik. Guru telah menerapkan metode pengajaran dengan baik dan hasil dari siswa yang diambil dari tugas pertama maupun kedua pun menunjukan hasil yang memuaskan. Singkat kata, metode pengajaran project based learning menunjukan bahwa dapat diterapkan dengan baik untuk mengajar menulis teks recount di kelas satu Sekolah Menengah Atas. Kata Kunci : Project Based Learning, Keahlian Menulis, Teks Recount Abstract English in Senior High School has four skills; those are listening, speaking, reading and writing. Writing is not an easy skill to be mastered. The difficulties in writing come from the generic structure and also the language features. The teacher can use an appropriate method to make students understand more about writing. One of the methods that is recommended in curriculum 2013 is project based learning. Project based learning is known as the natural approach which is design for developing students basic communication whether it is oral or written to reach the communication goal that can be expressed in terms of situation, functions and topics (Richards, 2001). Project based learning has a final product as a result. In this research the product is scrapbook. This research is described in a qualitative way. Two research questions which had been formulated by the writer were how the teacher implemented project based learning in teaching students writing a recount text and how are students writing result during the implementation of project based learning in teaching writing a recount text. The researcher used two instruments ; those are observation sheets and students writing tasks. The researcher conducted the research in three meetings. The result of this research was quite good. Project based learning was implemented in a good way by the teacher and students writing result were good from the first and second task because the product of project based learning method can trigger their ability of writing recount text. In brief, project based learning can be applied in the tenth graders to teach writing a recount text. Keyword: Project Based Learning, Writing Skill, Recount Text

Using Cartoon Video as a Media to Teach Descriptive Writing to the Eighth Grade Students
RETAIN Vol 4 No 2 (2016): Vol 4 Nomer 2 (2016
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Using Cartoon Video as a Media to Teach Descriptive Writing to the Eighth Grade Students Tamara Novitasari English Education Program, Faculty of Languages and Arts, State University of Surabaya tamaranovitasari@mhs.unesa.ac.id Him’mawan Adi Nugroho, S.Pd., M.Pd. English Education Program, Faculty of Languages and Arts, State University of Surabaya himmawan_95@yahoo.co.id Abstrak Salah satu dari empat keterampilan yang harus dipelajari oleh siswa adalah keterampilan menulis. Akan tetapi, siswa cenderung kurang tertarik dan memiliki motivasi yang rendah untuk belajar menulis. Hal ini disebabkan karena keterampilan menulis seringkali dianggap sebagai keterampilan yang paling kompleks dibandingkan dengan keterampilan mendengarkan, berbicara, dan membaca (Cahyono dan Widiawati, 2011:69). Kemudian, Serra (2014) menyatakan bahwa salah satu tantangan terbesar yang harus dihadapi guru di dalam kelas adalah siswa tidak ingin menulis karena mereka tidak pernah didorong untuk melakukannya atau untuk menyukainya. Oleh karena itu, untuk membantu siswa meningkatkan motivasi, mengurangi kebosanan, dan meningkatkan kemampuan mereka dalam menulis, guru dapat mencoba beberapa media yang menarik di dalam proses belajar mengajar. Salah satu media yang menarik dan dapat digunakan oleh guru adalah video kartun. Video kartun tidak hanya dapat digunakan untuk mengajar keterampilan menulis tapi juga dapat membuat para siswa lebih senang di dalam kelas. Selain itu, penelitian ini menjelaskan bagaimana penerapan video kartun sebagai media pembelajaran untuk menulis teks dekriptif dan bagaimana pendapat siswa terhadap penggunaan video kartun tersebut. Kemudian, penelitian ini menggunakan penelitian deskriptif kualitatif. Lalu, data dikumpulkan melalui hasil dari observasi dan hasil dari kuisioner. Subjek dari penelitian ini adalah salah satu guru Bahasa Inggris di SMP Negeri 21 Surabaya dan siswa-siswi kelas VIII D. Selanjutnya, berdasarkan hasil dari observasi, dapat dilihat bahwa guru telah menerapkan tahapan-tahapan dari pengajaran menulis yang dimulai dari pre-writing, drafting, hingga revising. Guru juga menerapkan teknik taksonomi yang seharusnya digunakan untuk pengajaran menulis. Kemudian, hasil dari kuisioner membuktikan bahwa penggunaan kartun video dapat memotivasi dan membantu para siswa untuk mempelajari dan memperoleh ide untuk menulis teks deskriptif. Lalu, penelitian ini juga membuktikan bahwa para siswa senang dengan situasi kelas ketika guru menggunakan video kartun. Maka, berdasarkan hasil dari penelitian diatas, dapat disimpulkan bahwa pengunaan video kartun sebagai media pembelajaran untuk menulis teks deskriptif dapat membantu untuk menarik minat para siswa, meningkatkan motivasi, dan membantu mereka untuk memperoleh ide. Kata Kunci : Keterampilan Menulis, Teks Deskriptif, Video Kartun Abstract One of the four skills that must be learned by students is writing skill. However, students tend to get less interested and have low motivation to learn writing. That is because writing is often believed to be the most complex one compared to listening, speaking, and reading (Cahyono and Widiawati, 2011:69). Moreover, Serra (2014) stated, one of the biggest challenges that teachers have faced in the classroom is usually students do not want to write because they have never been encouraged to do or to enjoy it. Therefore, in order to help the students increase their motivation, reduce their boredom, and improve their ability in writing, teachers can try to use some interesting media in the teaching and learning process. Then, one of the interesting media that teachers can use is cartoon video because cartoon video not only can be used to teach writing but also can make students feel more enjoyable in the class. Furthermore, this research explains how the implementation of cartoon video as a media to teach writing descriptive text is and how the students’ opinions toward the use of cartoon video as a media are. In addition, this research uses descriptive qualitative research. Then, the data were collected from the result of observation and the result of questionnaires. The subjects of this study were one of the English teachers in SMP Negeri 21 Surabaya and students of VIII D class. Moreover, based on the result of observation, it showed that the teacher had applied the stages of teaching writing that started from pre-writing, drafting, until revising. She also applied taxonomy of technique that should be used to teach writing. Then, based on the result of questionnaires, it is proven that the use of cartoon video can motivate and help the students to learn and to generate the idea in writing descriptive text. In addition, it is also proven that the students enjoyed the situation of the class when the teacher used cartoon video. Indeed, according to the result above, it can be concluded that the use of cartoon video as a media to teach descriptive writing is helpful to attract students’ interest, increase their motivation, and help them generating ideas. Keyword: Writing, Descriptive Text, Cartoon Video

TEACHING WRITING DESCRIPTIVE TEXT BY USING WALL MAGAZINE THROUGH PROJECT BASED LEARNING FOR STUDENTS IN THE TENTH GRADERS OF SMA NEGERI 1 JOMBANG
RETAIN Vol 4 No 2 (2016): Vol 4 Nomer 2 (2016
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TEACHING WRITING DESCRIPTIVE TEXT BY USING WALL MAGAZINE THROUGH PROJECT BASED LEARNING FOR STUDENTS IN THE TENTH GRADERS OF SMA NEGERI 1 JOMBANG Riza Marista English Education Program, Faculty of Languages and Arts, State University of Surabaya riza.marista@yahoo.co.id Ririn Pusparini, S.Pd., M.Pd. English Education Program, Faculty of Languages and Arts, State University of Surabaya rrn.puspa@gmail.com Abstrak Latar belakang dari masalah penelitian ini adalah berdasarkan fenomena di lapangan bahwa menulis adalah keahlian yang sulit dipelajari oleh siswa. Ini dikarenakan banyak pertimbangan yang harus dilakukan, misalnya seperti penggunaan tanda besar, tanda titik, tata bahasa, kerapian, menuangkan ide – ide dalam sebuah paragraf, dan lain sebagainya. Selain itu banyak guru yang masih menggunakan cara yang tradisional untuk mengajar murid-murid mereka. Inilah alasan – alasan mengapa banyak siswa yang merasa bahwa pengajaran menulis sulit untuk dipelajari. Bagaimanapun sebagai seorang guru untuk membantu mengatasi permasalahan siswa, guru harus mempunyai sebuah strategi atau model pembelajaran yang mana bisa membuat siswa – siswi merasa termotivasi dalam menulis. Pembelajaran berbasis proyek merupakan salah satu model pembelajaran yang bisa digunakan untuk membuat siswa-siswa merasa termotivasi dan menarik perhatian dalam menulis. Model ini sangatlah berpotensi yang sangat menantang dan memotivasi siswa siswi karena model pembelajaran ini memberikan hasil akhir yang sangat menarik. Model ini dilakukan secara berkelompok dalam sebuah rangkaian fase-fase untuk mengembangkan sebuah produk akhir. Dalam hal ini, siswa siswi mempunyai kesempatan untuk membangun pengetahuan dan melatih ketrampilan mereka. Dalam penelitian ini, data diperoleh dari lembar pengamatan, hasil tulisan siswa, dan kuisionner. Hasil dari penelitian ini diuraikan secara pendeskripsian. Hasil pertama berhubungan dengan pengimplementasian pembelajaran berbasis proyek dengan menggunakan majalah dinding dalam pengajaran menulis teks deskripsi. Ini menunjukkan bahwa guru telah berhasil dengan baik dalam mengimplementasikan model. Pembelajaran berbasis proyek memfasilitasi siswa untuk memahami pelajaran dengan lebih mudah dan lebih efektif. Diskusi kelompok selama proyek juga meningkatkan interaksi dan keterlibatan mereka. Selain itu, model ini juga membantu siswa untuk membangun hubungan yang sangat baik diantara mereka. Hasil kedua berhubungan dengan tulisan siswa yang telah dianalasis oleh guru dengan menggunakan penilaian ESL membuktikan bahwa mereka bisa menghasilkan tulisan yang baik setelah pengimplementasian proyek ini. Dan hasil yang terakhir berhubungan dengan tanggapan siswa terhadap pengimplementasian pembelajaran berbasis proyek. Hasilnya menunjukkan bahwa siswa-siswi mempunyai tanggapan yang positif terhadap pengimplementasian model ini. Kesimpulannya adalah pembelajaran berbasis proyek dapat digunakan untuk pengajaran menulis teks deskripsi di kelas sepuluh SMA Negeri 1 Jombang. Selain itu, model ini menjadi salah satu model pembelajaran di dalam pengajaran menulis karena di dalam fase-fase yang ada melibatkan siswa untuk membangun pengetahuan mereka lebih baik. Kata Kunci: pengajaran, menulis, PBL, majalah dinding, penelitian kualitatif Abstract The background of this study is based on phenomenon writing is one of the most difficult skills to be learnt by the students. It is because of in writing there are many considerations to do such as, the use of capitalization, punctuation, grammar, neatness, exploring ideas into paragraph, etc. Besides, there are many teachers who still use traditional way to teach their students. These are the reasons why many students feel that writing is difficult to be learnt. However, as a teacher in order to help the students’ problem in writing, the teacher should have an effective strategy or learning model to make the students feel motivated in writing. Project Based Learning was one of the learning models that could be used to make the students feel motivated and interest in writing. This model was potentially challenging and motivating for the students because it offered an interesting project development. This model was done collaboratively in a series of phases to develop an end product. In this case, the students had opportunity to construct their knowledge and practice their skills. In this study, the data gained from observation checklist, students’ writing task result, and questionnaire. The results of this study were presented descriptively. The first result was regarding with the implementation of Project Based Learning by using wall magazine in the teaching of writing descriptive text. It showed that the teacher successfully implemented the model. PBL facilitated the students to understand the lesson more easily and effectively. The group discussions during the project development enhanced their interaction and involvement. Moreover, it helped the students to build a positive relationship among them. The second finding was the students’ writing task results that were analyzed by using ESL composition profile showed that they could produce a good writing descriptive text after the implementation of project based learning. And the last result related with the students’ responses toward the implementation of Project Based Learning. The result of this showed that the students had positive responses toward the implementation of this model. In conclusion, project based learning can be used to teach writing descriptive text in the tenth graders of SMA Negeri 1 Jombang. Besides, it becomes one of the effective teaching learning models in teaching writing because the phase of it involved the students to construct their knowledge better. Keywords: teaching, writing, descriptive text, PBL, wall magazine, descriptive qualitative research

R.A.F.T (ROLE,AUDIENCE, FORMAT AND TOPIC) AS WRITING STRATEGY TO TEACH WRITING DESCRIPTIVE TEXT FOR TENTH GRADES OF SMAN 12 SURABAYA
RETAIN Vol 4 No 2 (2016): Vol 4 Nomer 2 (2016
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R.A.F.T (ROLE,AUDIENCE, FORMAT AND TOPIC) AS WRITING STRATEGY TO TEACH WRITING DESCRIPTIVE TEXT FOR TENTH GRADES OF SMAN 12 SURABAYA EMI DAMAYANTI English Education, Language and Art Faculty, State University of Surabaya emidamayanti@mhs.unesa.ac.id Nur Chakim , S. Pd., M. Pd. English Education, Language and Art Faculty, State University of Surabaya Nurchakim@unesa.ac.id Abstrak RAFT adalah strategi menulis yang focus pada sudut pandang siswa sebagai penulis, pembaca yang dituju, bentuk penulisan yang menarik dan topic yang dituliskan. Penelitian ini merupakan penelitian deskriptif kualitatif. Subjek penelitian ini adalah siswa kelas sepuluh IPA 5 SMAN 12 Surabaya. Data penelitian ini diperoleh melalui field notes, observasi checklist, hasil tugas menulis siswa dan hasil interview. Proses implementasi strategi RAFT untuk menulis teks deskriptif berhasil diimplementasikan. Siswa menunjukan peningkatan dalam menulis teks deskriptif dan menunjukan respon positif terhadap pelajaran menulis dalam bahasa inggris. Peneliti menemukan bahwa strategi ini membantu siswa dalam mengembangkan proses berfikir kreatif dan juga membantu meningkatkan motivasi siswa dalam menulis. Hasil menulis siswa menunjukan bahwa siswa lebih nyaman dalam menulis dan lebih memahami materi pelajaran. Berdasarkan rubric penilaian menulis oleh Jacob (1981) terdapat empat kategori menulis yaitu sangat baik, baik, cukup baik dan kurang. Dapat disimpulkan bahwa strategi role, audience, format dan topic (RAFT) dapat meningkatkan kemampuan menulis teks deskriptif siswa. Strategi ini juga mendorong siswa untuk menulis dan juga mengembangkan proses berfikir kreatif. Selain itu, strategi ini mampu menciptakan suasana kelas yang aktif dan menyenangkan. Kata kunci : Menulis, teks deskriptif, strategi RAFT Abstract RAFT is writing strategy focuses on students’ point of view as a writer, the addressed audience, unique format of writing and stated topic. The researcher conducted this study as descriptive qualitative research. The subject of the study is tenth grade students of SMAN 12 Surabaya. The students are come from science class 5. The data of this study are result from field notes, observation checklist, students writing task, and interview. The process of teaching writing descriptive text using RAFT strategy was successfully implemented. Students show improvement in writing performance and their perception of English. Furthermore, they show positive attitude toward the strategy and English subject. The researcher found the strategy was interesting and it promoted students creative thinking. This research has proved that RAFT strategy can help students to improve writing ability especially in writing descriptive text. Student task result showed that the way they wrote is much more comfortable and they understand the material better. Based on writing Rubric by Jacob (1981), students writing task were included into four category, they are excellent to very good, very good to average, average to poor and very poor. Finally, it can be concluded that role, audience, format and topic (RAFT) strategy is helpful to improve student descriptive writing ability. This strategy also encourages students to write as well as promotes student creative thinking and motivation. Moreover, it can make classroom activity become more active and enjoyable. Keywords: writing, descriptive text, and RAFT writing strategy.

Dictogloss As An Interactive Technique In Teaching Writing Recount Text For Tenth Grade At Sma Antartika Sidoarjo
RETAIN Vol 4 No 2 (2016): Vol 4 Nomer 2 (2016
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Dictogloss As An Interactive Technique In Teaching Writing Recount Text For Tenth Grade At Sma Antartika Sidoarjo Ima Damayanti English Education Program, Faculty of Languages and Arts, State University of Surabaya imadamayanti@mhs.unesa.ac.id Nur Chakim, S.Pd., M.Pd English Education Program, Faculty of Languages and Arts, State University of Surabaya nurchakim@unesa.ac.id Abstrak Keahlian menulis merupakan salah satu dari kealiah-keahlian penting yang harus dikuasai siswa ketika mempelajari bahasa Inggris. Namun beberapa penelitian mengemukakan kesulitan yang dihadapi siswa dalam kegiatan menulis seperti kesulitan dalam mengatur dan mengembangkan ide juga kejenuhan yang menurunkan motivasi mereka dalam belajar. Maka dari itu, diperlukan teknik yang tepat yang mampu membantu siswa mengatur dan mengembangkan ide dalam menulis serta membuat mereka tetap menikmati kegiatan belajar. Dictogloss adalah kegiatan pendiktean yang dilakukan di kelas dimana guru membacakan sebuah teks, siswa mendengarkan teks tersebut, menuliskan kata kunci yang telah mereka dengarkan kemudian bekerja bersama untuk membuat teks rekonstruksi (Ruth Wajnryb, 1990). Penelitian kualitatif ini dilakukan untuk menjawab tiga pertanyaan penelitian. Pertanyaan pertanyan tersebut adalah; (1) Bagaimana implementasi teknik Dictogloss untuk mengajar keahlian menulis teks recount kelas sepuluh? (2) Bagaimanakah respon siswa terhadap implementasi teknik Dictogloss untuk mengajar keahlian menulis teks recount kelas sepuluh? (3) Bagaimana hasil kerja siswa setelah implementasi teknik Dictogloss untuk mengajar keahlian menulis teks recount kelas sepuluh?. Data yang ada diperoleh menggunakan beberapa instrumen diantaranya adalah observation checklist, fieldnotes, kuesioner, dan hasil kerja siswa berdasarkan rubrik ketrampilan menulis. Hasil dari penelitian implementasi teknik Dictogloss untuk mengajar keahlian menulis teks recount kelas sepuluh menunjukkan hasil yang baik. Dalam proses belajar, peneliti melihat bahwa banyak siswa memperhatikan instruksi guru dengan baik. Hasil dari kuesioner, ditemukan bahwa siswa setuju jika aktifitas Dictogloss menyenangkan dan memotivasi mereka untuk belajar. Hasil kerja siswa yang telah dinalisis juga menunjukkan hasil yang memuaskan dalam aspek konten, organisasi, kosa kata, penggunaan bahasa, dan ejaan serta tata tulis. Ini membuktikan bahwa teknik Dictogloss berhasil membantu siswa dalam mempelajari keahlian menulis teks recount dengan kegiatan yang menyenangkan. Kata Kunci: Teknik Dictogloss, ketrampilan menulis, teks recount Abstract Writing is one of the crucial skills the students need to master when they are learning english. Nevertheless, some study revealed students’s difficulties in writing activity such as the difficulty to organize and develop the ideas and also the boredom which decrease their motivation in learning. Therefore, it is needed the proper technique which help them organize the ideas in writing and also keep them enjoying the learning activity. Dictogloss is classroom dictation activity where teachers read the passage, the students listen to a passage, note down keywords they hear and then work together to create a reconstructed version (Ruth Wajnryb, 1990). This qualitative research was conducted to answer three research questions.The questions are; (1) How is the implementation of Dictogloss technique to teach writing recount text for tenth grade? (2) How are students’s responses toward the implementation of Dictogloss technique to teach writing skill recount text for students in tenth grade? (3) How is students’s tasks after the implementation of Dictogloss technique to teach writing recount text for students in tenth grade? The data were obtained by using some instruments such as observation checklist, fieldnotes, questionnaire, and student’s task based on writing rubric. The result of this research of the implementation of Dictogloss technique to teach writing skill recount text for tenth grade showed the satisfying result. In the process of learning, the researcher found that most of students paid attention well to the teacher instruction and explanation. The teacher had already succeeded in implementing Dictogloss technique in teaching writing skill recount text for tenth grade. From the questionnaire, it was found that students agreed that the activities in Dictogloss were enjoyable and motivated them to learn.The students’s tasks that had been analyzed also showed the satisfying results in terms of content, organization, vocabulary, language use, and mechanics. This is proved that Dictogloss successfully helped the students to learn writing skill recount text in the form of enjoyable activities. Keywords: Dictogloss technique, Writing Skill, Recount Text

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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

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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

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

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