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Retain: Journal of Research in English Language Teaching
Published by Universitas Negeri Surabaya
ISSN : 23562617     EISSN : 30322839     DOI : https://doi.org/10.26740/rt.v13i02
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
RETAIN publishes articles within the scope of English Language Teaching and Applied Linguistics. RETAIN publishes articles within the scope of English Language Teaching and Applied Linguistics.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 947 Documents
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THE IMPLEMENTATION OF EDMODO FOR TEACHING WRITING RECOUNT TEXT TO THE TENTH GRADERS OF MAN KUNIR
RETAIN Vol 4 No 2 (2016): Vol 4 Nomer 2 (2016
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THE IMPLEMENTATION OF EDMODO FOR TEACHING WRITING RECOUNT TEXT TO THE TENTH GRADERS OF MAN KUNIR Ifatus Sholihah English Department, Languages and Arts Faculty, The State University of Surabaya Email:ifatussholihah@mhs.unesa.ac.id Dr. Oikurema Purwati, M.A., M.Appl. English Department, Languages and Arts Faculty, The State University of Surabaya Email:pungki_unesa@yahoo.co.id Abstract This study used descriptive qualitative as the research method to know the students’ ability in writing recount text by using Edmodo. In this study, the researcher observed how the teacher implement Edmodo for teaching writing recount text, the students’ result writing, and the students’ response toward the implementation of Edmodo. This study conducted totenth graders of MAN Kunir, Blitar. Based on the result of the study, it can be concluded that the implementation of Edmodo could help the students to improve their writing ability especially in writing recount text.Besides, the result of students’ writing recount text belongs to good category. Generally, students give the positive response toward the implementation of Edmodo for teaching writing recount text. Keywords:Writing Ability, Recount Text, Edmodo Abstrak Penelitian ini menggunakan metode kualitatif deskriptif untuk mengetahui kemampuan siswa dalam menulis teks recount. Pada penelitian ini, peneliti mengobservasi bagaimana guru menerapkan Edmodo untuk mengajar menulis teks recount, hasil menulis siswa, dan respon siswa terhadap penerapan Edmodo. Penelitian ini di terapkan kepada murid kelas sepuluh MAN Kunir, Blitar. Berdasarkan hasil analisis penelitian ini, dapat disimpulkan bahwa penerapan Edmodo dapat membantu meningkatkan kemampuan meulis siswa terutama dalam menulis teks recount. Disamping itu, hasil dari menulis teks recount siswa dikategorikan dalam kategori bagus. Secara umum, murid memberi tanggapan yang bagus terhadap penerapan Edmodo untuk mengajar menulis teks recount. Kata Kunci: Kemampuan Menulis, Teks Recount, Edmodo
LECTORA INSPIRE AS MEDIA IN DELIVERING TEFL MATERIALS FOR ENGLISH DEPARTMENT OF UNISKA
RETAIN Vol 4 No 2 (2016): Vol 4 Nomer 2 (2016
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LECTORA INSPIRE AS MEDIA IN DELIVERING TEFL MATERIALS FOR ENGLISH DEPARTMENT OF UNISKA Dita Nanda Rosevella English Department, Languages and Arts Faculty, The State University of Surabaya Email:ditarosevella@mhs.unesa.ac.id Dr. Oikurema Purwati, M.A., M.Appl. English Department, Languages and Arts Faculty, The State University of Surabaya Email:pungki_unesa@yahoo.co.id Abstract In this study, researcher observed the use of Lectora Inspire as media in delivering TEFL materials for English Department of UNISKA. The researcher used descriptive qualitative research design by observing the implementation of Lectora Inspire as media in delivering TEFL materials, students’ speaking ability results, and students’ responses. The researcher observed the lecturer and the students activitiesinTEFL class A on English Department of UNISKA. In the teaching lerning process, not only the lecturer who presents TEFL materials by using Lectora Inspire, but also the students given opportunities to present TEFL materials using Lectora Inspire with the intention to make the presentation more interesting. Almost all of the students can operate Lectora Inspire well, only a few of them which had idea that operating Lectora Inspire is little bit difficult. Lectora Inspire gave positive contribution for both of the lecturer and the students in teaching-learning activity. All of them stated that Lectora Inspire which is used as media in teaching the students made them more motivated in learning TEFL or English. It is because of the various features which have been provided by Lectora Inspire. The lecturer or the students can add video, animation, or test through this e-learning. Keywords : : Lectora Inspire,Teaching Media, Audio-Visual Aids, TEFL Abstrak Pada penelitian ini, peneliti mengamati penggunaan Lectora Inspire sebagai media untuk penyampaian bahan pembelajaran TEFL untuk mahasiswa English Department di Universitas Islam Kadiri. Peneliti menggunakan metode deskriptif kualitatif dengan cara mengamati implementasi dari Lectora Inspire sebagai media dalam menyampaikan materi TEFL, hasil dari kemampuan berbicara mahasiswa, dan respon mahasiswa. Peneliti mengamati aktivitas dosen dan mahasiswa di kelas TEFL A di Departemen Bahasa Inggris Universitas Islam Kadiri. Pada proses belajar mengajar, tidak hanya dosen yang menyampaikan meteri TEFL menggunakan Lectora Inspire, tetapi mahasiswa juga diberikan kesempatan untuk menyampaikan materi TEFL menggunakan Lectora Inspire dengan tujuan untuk membuat presentasi lebih menarik. Hamper semua mahasiswa dapat mengoperasikan Lectora Inspire dengan baik, hanya sedikit dari mereka yang merasa sedikit kesulitan dalam mengoperasikan Lectora Inspire. Lectora Inspire member kontribusi yang positif untuk dosen dan mahasiswa dalam proses belajar mengajar. Mereka berpendapat bahwa Lectora Inspire yang digunakan sebagai media dalam mengajar mahasiswa membuat mereka semakin termotivasi dalam belajar TEFL atau Bahasa Inggris. Hal ini dikarenakan bermacam-macam fitur yang telah disediakan oleh Lectora Inspire. Dosen dan mahasiswa dapat menambahkan video, animasi, atau tes menggunakan e-learning ini. Kata Kunci: Lectora Inspire, Media Pembelajaran, Media Pembelajaran Audio-Visual, TEFL
The Analysis of English Teacher’s Assessment on Lesson Plan for Reading Narrative Text to the Eighth Graders
RETAIN Vol 4 No 3 (2016): Vol 4 Nomer 3 (2016)
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The Analysis of English Teacher’s Assessment on Lesson Plan for Reading Narrative Text to the Eighth Graders Widasari Pratami English Education Program, Faculty of Language and Arts, State University of Surabaya widasaripratami@mhs.unesa.ac.id Abstrak Berdasarkan Panduan Penilaian untuk Sekolah Menengah Pertama Tahun 2015 terdapat beberapa kesulitan yang dialami guru tentang penerapan kurikulum 2013. Kesulitan-kesulitan tersebut merujuk kepada perumusan indikator dan pengembangan asesmen dalam menilai sikap dan keterampilan siswa. Pemahaman dasar guru terhadap hal-hal yang berkaitan dengan kesulitan-kesulitan tersebut sangat mempengaruhi pembuatan RPP. Salah satunya adalah pemahaman guru tentang asesmen. Berangkat dari masalah tersebut, maka peneliti mengadakan penelitian mengenai bagaimana pemahaman guru terhadap asesmen dan bagaimana guru mengembangkan asesmen dalam RPP.Penelitian ini merupakan sebuah penelitian deskriptif kualitatif dengan subyek penelitian adalah seorang guru Bahasa Inggris di SMPN 1 Surabaya. Teknik wawancara, analisa dokumen (silabus dan RPP), serta observasi dilakukan untuk mengumpulkan data. Berdasarkan hasil analisa data, dapat disimpulkan bahwa guru sebagai subyek penelitian tersebut memiliki pemahaman yang kurang terhadap asesmen dikaji dari hasil wawancara. Kemudian, berdasarkan hasil analisa dokumen (silabus dan RPP) menunjukkan bahwa guru tersebut melakukan beberapa macam asesmen, seperti; asesmen proses dan produk. Merujuk pada Brown (2001), Harmer (2007), dan Susanto (2015) terdapat beberapa cara bagaimana asesmen dapat dilakukan; asesmen formal, informal, formatif, sumatif, proses, dan produk. Namun meskipun demikian, guru juga menyebutkan beberapa indikator yang tidak relefan dengan silabus sehingga mempengaruhi asesmen yang diterapkan. Terlebih lagi, beberapa asesmen yang disebutkan dalam RPP tidak dilakukan oleh guru. Kata Kunci: Asesmen, RPP, Kurikulum 2013, Keterampilan Membaca, Teks Naratif Abstract Based on Panduan Penilaian untuk Sekolah Menengah Pertama Tahun 2015 there are some difficulties that teacher experience related to the implementation of curriculum 2013. Those difficulties make reference to formulating indicator and assessing students’ attitude and skills.Teacher’s basic understanding toward the thing related to the problems above is influence the making of lesson plan. One of them is the teacher’s understanding of assessment. Based on the problem, the researcher conducts a research about how the teacher’s understanding toward assessment and how teacher develop assessment in lesson plan.This is a descriptive qualitative research with the subject of the study is an English teacher of SMPN 1 Surabaya Interview, documents analysis (syllabus and lesson plan), and observation are the techniques on collecting data. Based on the result of analysis, it can be conclude that teacher as the subject of the study has less understanding toward assessment. It is analysed based on the result of interview. Then, refer to the result of document analysis shows that the teacher conducts some types of assessment, such as; assessment process and product. Based on Brown (2001), Harmer (2007), and Susanto (2015) that there are some ways how assessment can be done; formal, informal, formative, summative, process, and product assessment. Although, the teacher also mentions some indicators which are not in line with those in syllabus thus it is influence the assessment part. Moreover, some assessments wrote in the lesson plan are not implemented yet. Keywords:Assessment, Lesson Plan, Curriculum 2013, Reading Skill, Narrative text
THE USE OF LANGUAGE LABORATORY TO TEACH LISTENING IN STATE SENIOR HIGH SCHOOLS IN SURABAYA
RETAIN Vol 4 No 3 (2016): Vol 4 Nomer 3 (2016)
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THE USE OF LANGUAGE LABORATORY TO TEACH LISTENING IN STATE SENIOR HIGH SCHOOLS IN SURABAYA Ema Putri Yuwana English Education Study Program, English Language and Literature Department, Faculty of Languages and Arts, State University of Surabaya Email: emayuwana@mhs.unesa.ac.id Ahmad Munir English Education Study Program, English Language and Literature Department, Faculty of Languages and Arts, State University of Surabaya Email: ahmadmunir@unesa.ac.id Abstract This study investigates with the use of language laboratory to teach listening in all state senior high schools in Surabaya. The objectives of this study are to find out frequency of language laboratory in state senior high schools, the purposes of using it, and how English teachers in state senior high schools teach listening in language laboratory. A survey study was applied in this research. The population of this study were 22 state senior high schools in Surabaya. The data were obtained from questionnaires which had been filled by an English teacher from each school as a representative. Then, the data were analyzed quantitatively. This study found that the frequency of language laboratory use to teach listening was low, there were various purpose of using language laboratory used by English teachers in state senior high schools in Surabaya, yet the main purposes in most state senior high schools in Surabaya were to accomplish teaching of listening by giving practice and exercise and prepare CBT national examination, and almost all English teachers in state senior high schools in Surabaya followed main procedure in teaching listening, which are pre-listening, whilst listening, and post listening. They also applied top-down and bottom-up technique in listening. Keywords: Language laboratory, Listening, State Senior High Schools Abstrak Penelitian ini berkaitan dengan penggunaan laboratorium bahasa untuk pengajaran menyimak bahasa Inggris di seluruh SMA negeri di Surabaya. Tujuan dari penelitian ini adalah untuk mengetahui frekuensi penggunaan laboratorium bahasa di seluruh SMA negeri di Surabaya, tujuan penggunaan laboratorium bahasa, dan bagaimana guru mengajar menyimak menggunakan laboratorium bahasa. Studi survey diterapkan dalam penelitian ini. Populasi penelitian ini adalah 22 SMA negeri di Surabaya. Data penelitian diperoleh dari kuesioner yang telah diisi oleh salah satu guru dari masing-masing sekolah sebagai perwakilan. Kemudian, data diproses dan dianalisis secara kuantitatif. Penelitian ini menunjukkan frekuensi penggunaan laboratorium bahasa di seluruh SMA negeri di Surabaya rendah, ada berbagai tujuan penggunaan laboratorium bahasa, namun tujuan utamanya adalah untuk pengajaran menyimak bahasa Inggris melalui latihan-latihan dan persiapan UNBK, dan hampir seluruh guru bahasa Inggris di SMA negeri Surabaya mengikuti prosedur utama dalam pengajaran menyimak, yakni pre-listening, whilst listening, and post listening. Guru juga menerapkan top-down and bottom-up teknik dalam pengajaran listening. Kata Kunci: Laboratorium bahasa, Menyimak, SMA negeri
THE IMPLEMENTATION OF “THINK PAIR SHARE” FOR TEACHING SPEAKING DESCRIPTIVE TEXTS TO THE EIGHTH GRADERS
RETAIN Vol 4 No 3 (2016): Vol 4 Nomer 3 (2016)
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THE IMPLEMENTATION OF “THINK PAIR SHARE” FOR TEACHING SPEAKING DESCRIPTIVE TEXTS TO THE EIGHTH GRADERS Melindah Rosa Dewi English Education Department, Language and Arts Faculty, Surabaya State University Email: melinda_rosa19@yahoo.com Abstract Speaking is one of language skills that should be mastered by the students. Speaking in foreign language seems much harder than that of writing and reading. The teacher should find an appropriate and interesting technique for teaching speaking in order to reach the goal of learning and to make the students interest in speaking. Think pair share is the technique that can help the students to become more active in teaching and learning process. The purpose of the research is to investigate the implementation of think pair share for teaching speaking descriptive text to the eight graders and the students’ opinion. This research used descriptive qualitative research. The subject of the study was the eighth graders of SMPN 1 Porong. The data in this research were the result of observation checklist and questionnaire. The result of observations showed that the teacher followed the procedure of think pair share technique in teaching speaking well. And the result of questionnaire that given to the students showed positive effect. In conclusion, think pair share technique is appropriate for teaching speaking descriptive text to the eight graders Keywords: Speaking Ability, Teaching speaking, Descriptive text, Think pair share Abstrak Berbicara merupakan salah satu kemampuan berbahasa yang harus dipelajari oleh siswa. berbicara bahasa asing lebih sulit dibandingkan dengan menulis dan membaca. Guru harus menemukan teknik yang cocok dan menarik untuk mengajar berbicara agar mencapai tujuan dari pembelajaran dan untuk membuat siswa tertarik untuk berbicara. Think pair share merupakan teknik yang bisa membantu siswa menjadi lebih aktif dalam proses belajar mengajar. Tujuan dari penelitian ini adalah untuk meneliti penerapan teknik think pair share untuk pengajaran berbicara teks deskriptif untuk siswa kelas delapan dan pendapat siswa. Penelitian ini menggunakan penelitian deskriptif kualitatif. Subyek dari penelitian ini adalah siswa kelas 8 di SMPN 1 Porong. Data dari penelitian ini adalah hasil observasi dan kuisioner.Hasil dari penelitian menunjukan bahwa guru menerapkan langkah-langkah dari teknik think pair share untuk pengajaran berbicara sudah baik. Dan hasil dari kuisioner yang telah diberikan kepada siswa menunjukan efek yang positif. Kesimpulannya, think pair share teknik adalah teknik yang sesuai untuk pengajaran berbicara teks deskriptif untuk kelas delapan. Kata Kunci: Kemampuan berbicara, Pengajaran berbicara, Teks deskriptif, Think pair share
THE INFLUENCE OF USING GUESSING MEANING THROUGH CONTEXT STRATEGY OF STUDENTS’ READING ABILITY TO TEACH NARRATIVE TEXT TO TENTH GRADERS OF SMAN 1 PARE
RETAIN Vol 4 No 3 (2016): Vol 4 Nomer 3 (2016)
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THE INFLUENCE OF USING GUESSING MEANING THROUGH CONTEXT STRATEGY OF STUDENTS’ READING ABILITY TO TEACH NARRATIVE TEXT TO TENTH GRADERS OF SMAN 1 PARE Rifqi Zunaida English Education Department, Language and Arts Faculty, Surabaya State University Email: rifqizunaida@mhs.unesa.ac.id Fauris Zuhri, S.Pd., M.Pd. English Education Department, Language and Arts Faculty, Surabaya State University Email: fauriszuhri@unesa.ac.id Abstract Reading is one of English skills which should be mastered by the students. Through reading, the students get various kinds of knowledge as well as they comprehend the context of the text. Since reading deals with comprehension of the text, the appropriate reading strategy is need by the students. Students of senior high school find many difficulties in understanding a text that they have already read because they find many unfamiliar words, ambiguous phrases or sentences in the text. They frequently make incorrect guessing about meaning even when the students have been trained to use all semantic and syntactic clues available (Prince, 1996:480). Those are because most of students do not know the strategies for reading comprehension (Brown, 2001). Brown (2001) also states that the appropriate strategy to comprehend reading text is using guessing meaning context strategy. So that, the researcher conducts this study in order to know if there is a significant difference of students’ reading ability after being taught by using strategy of guessing meaning through context. This study uses quantitative pre-experimental research design. Moreover, one group pretest-posttest was used in this research. The subject is the tenth graders of SMAN 1 Pare. The students’ pretest and posttest scores are then compared using independent sample T-test in SPSS 16. The result shows that there is a significant difference of students’ reading abilities after being taught by using the strategy of guessing meaning through context. It was proven by the means of post-test scores which are higher than those of the pre-test whose different score reaches 83,25. Moreover, the sig (2-tailed) is 0.02 which is lower than 0.05. In addition, this strategy has the large effect to the students’ reading ability which shows 0.53 (eta squared calculation), it means that this strategy is appropriate to be applied in reading class. Keywords: Reading ability, Teaching reading, Narrative text, Strategy of guessing meaning through context Abstrak Membaca adalah salah satu skil dalam bahasa Inggris yang harus dikuasai oleh siswa. Melalui membaca, seorang siswa menperoleh berbagai macam ilmu pengetahuan sebaik mereka memahami suatu teks bacaan. Sejak reading berhubungan dengan pemahaman teks, strategy membaca yang cocok untuk siswa sangantlah diperlukan. Siswa sekolah menengah atas kebanyakan menemukan kesulitan dalam memahami suatu bacaan teks yang telah mereka baca karena mereka menemukan kata yang tidak familiar, prase dan kalimat yang ambigu di dalam suatu bacaan. Siswa sering kali melakukan kesalahan penebakan arti kata dalam suatu bacaan meskipun telah diajarkan penggunaan sintak dan semantik clue dalam suatu kalimat (Prince, 1996:480). Itu semua disebabkan karena kebanyakan siswa tidak mengetahui strategy yang baik untuk memahami suatu bacaan (Brown, 2001). Brown juga berpendapat bahwa penerapan strategy yang cocok untuk memahami suatu bacaan adalah menggunakan strategy penebakan arti kata sesuai konteks. Maka dari itu, peneliti melakukan penelitian in dengan tujuan untuk mengetahui bahwa adakah pengaruh perbedaan kemampuan siswa setelah strategi penebakan arti kata sesuai konteks tersebut diimplementasikan. Penelitian ini menggunakan desain penelitian quantitaive pre-experimental . Selain itu, satu group pre-test dan post-test juga digunakan dalam penelitian ini. Subyek penelitian ini adalah kelas X SMAN 1 PARE. Kemudian, nilai dari pre-test dan post-test siswa dibandingkan menggunakan Independent Smaple T-Test dalam SPSS 16. Hasil dari perhitungan tersebut menunjukkan bahwa ada perbedaan signifikan dari kemampuan membaca siswa setelah strategy penebakan arti sesuai konteks diterapkan. Itu dibuktikan melalui mean dari nilai post-test yang lebih tinggi dari nilai pre-test yang telah mencapai 83,25. Selain itu, nilai sig (2-tailed) adalah 0.02 yang lebih rendah dari 0.05. Apalagi, strategi ini juga mempunyai effect yang cukup besar yang menunjukkan angka 0.53 (menggunakan rumus Eta Squared) terhadap kemampuan membaca siswa. Jadi, itu menunjukkan bahwa strategi tersebut memang cocok diterapkan dalam kelas reading. Kata Kunci: Kemampuan membaca, Pengajaran membaca, teks narrativet, Strategy Penebakan Arti Kata Sesuai Konteks.
USING “TABOO GAME” AS A TECHNIQUE TO TEACH SPEAKING DESCRIPTIVE TEXT TO THE SEVENTH GRADERS OF SMPN 33 SURABAYA
RETAIN Vol 4 No 3 (2016): Vol 4 Nomer 3 (2016)
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USING “TABOO GAME” AS A TECHNIQUE TO TEACH SPEAKING DESCRIPTIVE TEXT TO THE SEVENTH GRADERS OF SMPN 33 SURABAYA Ajeng Awidianingrum English Department, Languages and Arts Faculty, The State University of Surabaya Email: ajengawidianingrum@gmail.com Ririn Pusparini, S.Pd, M.Pd English Department, Languages and Arts Faculty, The State University of Surabaya Email: rrn.puspa@gmail.com Abstract This study aims to describe the implementation of Taboo game to teach speaking descriptive text to the seventh graders of SMPN 33 Surabaya. This study also described the students’ responses and the students’ speaking performances toward the use of Taboo game. This study is a qualitative research, the data of which were collected through observation checklist, interview sheet and speaking performance task. The observation was done in two meetings. The interview sheet was given in the last of the first meeting and the speaking performance task was done in the second meetings. The speaking performance task is only given as the performance capabilities not as a test. The observation checklist was analyzed by checking the teacher ways in implementing Taboo game as a technique to teach speaking descriptive text. Then, the interview sheet was analyzed based by describing the result of the interview sheet given by the researcher to all of the students. The researcher used the speaking scoring rubric from Harris (1969) to analyze the speaking performance task. The observation result shows that the teacher made some modifications of the Taboo game’s roles from Cervantes (2009). Moreover, the result of the interview sheet shows that the students response positively toward the implementation of Taboo game. In addition, the students show their best speaking performances in describing an animal based on the result of the speaking performance task. Keywords: Speaking, Descriptive text, Taboo game Abstrak Penelitian ini bertujuan untuk mendeskripsikan penggunaan Taboo game untuk mengajar kemampuan berbicara dalam teks deskriptif untuk siswa kelas VII di SMPN 33 Surabaya. Penelitian ini juga menjelaskan tanggapan para siswa dan penampilan berbicara siswa terhadap penggunaan Taboo game. Penelitian ini merupakan penelitian kualitatif. Data yang dikumpulkan melalui lembar pengamatan, lembar wawancara dan tugas penampilan berbicara. Pengamatan dilakukan dalam dua pertemuan. Lembar wawancara diberikan akhir dari pertemuan pertama dan tugas penampilan berbicara dilakukan dalam pertemuan kedua. Tugas penampilan berbicara hanya diberikan sebagai tugas kemampuan dalam berbicara tidak sebagai ujian. Lembar pengamatan dianalisis dengan memeriksa cara guru dalam menggunakan Taboo game sebagai teknik untuk mengajar kemampuan berbicara dalam teks deskriptif. Kemudian, lembar wawancara dianalisis dengan mendeskripsikan hasil dari lembar wawancara yang diberikan oleh peneliti untuk semua siswa. Peneliti menggunakan rubrik penilaian berbicara dari Harris (1969) untuk menganalisis tugas penampilan berbicara. Hasil pengamatan menunjukkan bahwa guru membuat beberapa modifikasi dari aturan dalam Taboo game yang berasal dari Cervantes (2009). Selain itu, hasil lembar wawancara menunjukkan bahwa siswa memberikan respon positif terhadap pelaksanaan Taboo game. Selain itu, siswa menunjukkan penampilan terbaik mereka dalam mendeskripsikan binatang berdasarkan hasil dari tugas penampilan berbicara. Kata Kunci: Berbicara, Teks deskriptif, Permainan Taboo
THE IMPLEMENTATION OF SELF-ASSESSMENT IN TEACHING WRITING RECOUNT TEXT ON TENTH GRADE STUDENTS OF ATMA WIDYA SENIOR HIGH SCHOOL
RETAIN Vol 4 No 3 (2016): Vol 4 Nomer 3 (2016)
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THE IMPLEMENTATION OF SELF-ASSESSMENT IN TEACHING WRITING RECOUNT TEXT ON TENTH GRADE STUDENTS OF ATMA WIDYA SENIOR HIGH SCHOOL Narita Permata Sari English Department, Languages and Arts Faculty, State University of Surabaya naritasari@mhs.unesa.ac.id Arik Susanti, S.Pd., M.Pd. English Department, Languages and Arts Faculty, State University of Surabaya arik.susanti@gmail.com Abstrak Self-assessment (SA) adalah salah satu macam assessment yang bias membantu guru dan siswa untuk mencapi tu juan dari kegiatan pembelajaran dengan error yang minim (Williams, 2004) (Hargreaves &Fulla,1998).SA membantu menstimulasi siswa untuk menulis lebih baik dengan meningkatkan ketelitian melalui pembelajaran secara langsung yang berbasis pengalaman (Hilgers, Hussey, &Stitt-Bergh, 2000; Kanfer, 1975) (Bellack, Rozensky, & Schwartz, 1974). Di Indonesia, self-assesment jarang diaplikasikan karena membutuhkan waktu yang lebih lama untukmengaplikasikannyadibandingkan assessment guru. Namun, beberapa penelitian tentang self-assessment pada mahasiswa menemukan bahwa self-assessment sangatlah bermanfaat(Purwati, 2015; Maharani, Tantra, &Artini, 2013; Kastrati, 2013). Oleh karena itu, dengan menggunakan deskriptif kualitatif, penelitian ini bertujuan untuk mendeskripsikan penggunaan self-assessment di SMA AtmaWidya Surabaya dan menganalisa hasil tulisan siswa. Data yang dikumpulkan pada field notes menunjukkan bahwa guru telah menerapkan self-assessment sesuai dengan urutan yang telah dianjurkan oleh para peneliti sebelumnya Bruce (2001), Purwati (2015), Iraji, Enayat and Momeni (2016) and Maharani, Tantra and Artini (2013). Selain itu, hasi lanalisa tulisan siswa menunjukkan bahwa para siswa telah mampu menulis dengan lebih baik lagi setelah penerapan self-assessment. Maka, SA telah diterapkan dengan cara yang sesuai secara teori dan praktek pada kemampuan menulis siswa dan dengan sukses telah mampu membuat siswa untuk dapat menulis dengan lebih baik. Kata kunci: indirect corrective feedback, karangansiswa, teksdeskriptif Abstract Self-assessment (SA) is one of the assessment types which can help teachers and students to reach the objective of learning activity with minimum errors (Williams, 2004) (Hargreaves &Fulla, 1998). It helps stimulate students to write better by raising students’ awareness through direct conscious learning experience (Hilgers, Hussey, &Stitt-Bergh, 2000; Kanfer, 1975) (Bellack, Rozensky, & Schwartz, 1974). In Indonesia, self-assessment is rarely used since it takes longer time than teacher assessment. However, some research about self-assessment on university level found that it is an advantageous assessment type (Purwati, 2015; Maharani, Tantra, &Artini, 2013; Kastrati, 2013). Hence using descriptive qualitative research design, this study was aimed to portray the implementation of SA in AtmaWidya Senior High School and analyse students’ written works. The data from the field-notes show that the teacher implemented SA in such an order proposed by Bruce (2001), Purwati (2015), Iraji, Enayat and Momeni (2016) and Maharani, Tantra and Artini (2013). Furthermore, the analysis of students’ written works revealed that they wrote better after the implementation of SA. To sum up, SA had been well implemented on students’ writing skill since it successfully followed the previous researchers’ order and stimulated students to write better. Keywords:Self-assessment, writing recount text
The Use of English Songs to Teach Pronunciation to the Tenth Graders of SMA Negeri 4 Surabaya
RETAIN Vol 4 No 3 (2016): Vol 4 Nomer 3 (2016)
Publisher : RETAIN

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The Use of English Songs to Teach Pronunciation to the Tenth Graders of SMA Negeri 4 Surabaya Indah Kurnia Nurpratiwi English Education, Language and Art Faculty, State University Surabaya indahnurpratiwi@mhs.unesa.ac.id Fauris Zuhri, S.Pd. M,Pd English Education Department, Faculty of Language and Art, State University of Surabaya zuhrifauris@gmail.com Abstrak Pronunciation adalah salah satu bagian yang sulit dalam belajar bahasa Inggris. Hal ini didukung oleh fakta bahwa beberapa siswa mengalami kesulitan dalam pronunciation karena mereka kurang termotivasi untuk berbicara bahasa Inggris. Sulit bagi siswa Indonesia untuk mengucapkan kata bahasa Inggris dengan benar. Hal ini karena perbedaan antara bahasa pertama mereka dan bahasa target. Mahasiswa Indonesia khususnya siswa di SMA masih kesulitan dalam mengucapkan kata dengan benar karena mereka cenderung menggunakan bahasa utama mereka. Akibatnya, peserta didik tidak melafalkan kata-kata dengan jelas. Kebanyakan guru tidak memperhatikan pentingnya pronunciation. Menurut Harmer (2001: 183), guru merasa bahwa mereka sudah melakukan banyak hal dalam mengajar pronunciation. Guru tidak hanya harus menciptakan suasana yang baik selama mengajar kegiatan pembelajaran, tetapi juga menciptakan teknik mengajar yang menarik yang menyenangkan. Fauziati (2002) mengatakan bahwa lagu adalah media yang direkomendasikan untuk membuat siswa lebih antusias, memperhatikan subjek, dan meningkatkan minat siswa dalam materi dan itu bisa berpengaruh pada peningkatan pronunciation mereka. Penelitian ini merupakan penelitian deskriptif kualitatif. Instrumen yang digunakan untuk mendapatkan data dari penelitian ini adalah observasi checklis dan wawancara. Deskripsi checklist pengamatan meliputi: (1) Penggunaan lagu bahasa Inggris untuk mengajar pronunciation di kelas X SMA Negeri 4 Surabaya dan (2) Hasil pronunciation para siswa selama penggunaan lagu bahasa Inggris dalam mengajar pronunciation. Subyek penelitian ini adalah siswa kelas X-MIPA7 dan guru bahasa Inggris dari SMA Negeri 4 Surabaya. Hasil penelitian ini menunjukkan bahwa guru menggunakan lagu bahasa Inggris untuk mengajar pronunciation telah berjalan dengan baik. Hal ini juga menunjukkan bahwa lagu-lagu bahasa Inggris sebagai media dapat membantu pronunciation siswa. Hal ini dapat dilihat dari jumlah siswa yang dikategorikan di good to average. Mereka melafalkan vokal dan konsonan hampir benar sepanjang waktu. Singkatnya, lagu bahasa Inggris dapat digunakan untuk mengajarkan pronunciation, terutama untuk siswa kelas sepuluh. Hal ini bahkan digunakan untuk menciptakan suasana yang baik di dalam kelas saat mengajar dan aktivitas belajar berjalan. Kata Kunci: Pelafalan. Lagu bahasa Inggris, siswa kelas X Abstract Pronunciation is one of the important parts in learning English. Pronunciation is needed to accomplish the purpose of oral communication between the speaker and the listener (Hismanoglu, 2006). Therefore, by mastering pronunciation skills the English learner could minimize misunderstanding when they are communicating with other people. However Indonesian students especially in Senior High School still get difficulties in pronouncing the words correctly. It is difficult for Indonesian students to pronounce English word correctly. It is due to the difference between their first language and the target language. The fact above is caused by the way how the teacher teaches the students. Most teachers do not pay attention to the importance of pronunciation. According to harmer (2001:183), teachers feel that they already do a lot of things in teaching pronunciation. Yet, teachers in Indonesia do not know exactly how to teach pronunciation well. They prefer to ask their students to pronounce several words that could make the students bored. As a teacher, they do not only create a good atmosphere during teaching learning activity, but also create a joyful teaching technique. This research is descriptive qualitative research. The instrument used to gain the data of this research is observation checklist and interview. The description of the observation checklist includes: (1) The implementation of English songs to teach pronunciation in the tenth grader of SMA Negeri 4 Surabaya and (2) The students’ pronunciation result during the implementation of English songs in teaching pronunciation. The subject of this research is the students of class X-MIPA7 and the English teacher of SMA Negeri 4 Surabaya. The result of this study showed that the teacher’s implementation of English songs to teach pronunciation ran well. It is showed by the observation result that showed the enthusiasm of the students’ while the teacher gives them songs to learn English.It also showed that English songs as media could assist the students pronunciation. It could be seen from the number of students who were placed in the good to average category. They pronounced the vowel and consonant almost correct all the time. In short, English Songs could be used to teach pronunciation, especially to the students of tenth grade. It could be even used to create a good atmosphere inside the class while teaching and learning activity is running. For the next researcher who will conduct the similar research by using song as a media to teach pronunciation should chose the appropriate song based on the students ability. Keywords: Pronunciation, English songs, Tenth graders
THE ANALYSIS OF WORD ORDER IN NOUN PHRASE USED BY THE EIGHTH GRADERS OF SMP MUHAMMADIYAH 6 KRIAN IN WRITING DESCRIPTIVE TEXT
RETAIN Vol 5 No 1 (2017): Volume 5 nomor 1 (2017)
Publisher : RETAIN

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THE ANALYSIS OF WORD ORDER IN NOUN PHRASE USED BY THE EIGHTH GRADERS OF SMP MUHAMMADIYAH 6 KRIAN IN WRITING DESCRIPTIVE TEXT Viky Kharisma Pratama English Education, Faculty of Languages and Arts, State University of Surabaya Email: vikykharisma11@yahoo.com Esti Kurniasih, S.Pd., M.Pd. English Education, Faculty of Languages and Arts, State University of Surabaya Email: estikurniasih87@yahoo.com Abstrak Sebagai komunikasi tertulis, menulis adalah salah satu keterampilan yang penting dan berguna yang harus dikuasai selain mendengar, berbicara, dan membaca. Di dalam kelas menulis yang sebenarnya, masih banyak pelajar bahasa asing yang mengalami kesulitan di dalam menulis, terutama di dalam menulis teks deskriptif. Dikarenakan menulis sebagai keterampilan yang rumit, di dalam proses menulis siswa mungkin melakukan kesalahan akibat dari penguasaan bahasa dan pemahaman mereka terhadap bahasa yang ditarget.Penelitian ini bertujuan untuk mengetahui jenis-jenis kesalahan yang siswa perbuat dan faktor-faktor apa saja yang mempengaruhi kesalahan mereka. Penelitian ini dilakukan di SMP Muhammadiyah 6 Krian. Subyek penelitian ini adalah siswa kelas delapan (8D). Jenis-jenis kesalahan diperoleh dari tulisan teks deskriptif dari siswa itu sendiri.. Penelitian kualitatif deskriptif digunakan untuk mengumpulkan data dan menjawab pertanyaan penelitian. Data didapatkan di dalam dua pertemuan. Jenis-jenis kesalahan dikategorikan berdasarkan taksonomi Corder. Penemuan memperlihatkan bahwa sebagian besar siswa mengalami kesalahan yang pra-sistematis dan kesalahan yang sistematis. Lebih lanjut lagi, terdapat dua faktor yang mempengaruhi kesalahan-kesalahan siswa: (1) penerjemahan dan (2) kesalahan intralingual. Kata Kunci: analisis tentang susunan kata, eror, frasa kata benda, menulis, teks deskriptif. Abstract As a written communication, writing is one of the important and useful skills to be mastered besides listening, speaking, and reading. In the real writing class, there are still many foreign language learners who encounter difficulties in writing, especially in writing descriptive text. As writing is a complex skill, in the writing process the students are probably making errors as the result of their language acquisition and their understanding of the target language. This study aims to find out what kinds of errors that the students make and what factors influence their errors. This study took place in SMP Muhammadiyah 6 Krian. The subjects of the study are the eight grade students of D class. The kinds of errors and the factors that caused the errors were elicited from the students’ self-written descriptive text. Descriptive qualitative research was employed to compile the data and answer the research questions. The data were obtained in two meetings. The errors were categorized based on Corder’s taxonomy. The findings show that most of the students had pre-systematic error and systematic errors. Furthermore, there were two factors that influence the students’ errors: (1) translation and (2) intralingual errors. Keywords: analysis of word order, error, noun phrase, writing, descriptive text

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