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IMPLEMENTING SMART STRATEGY TO ENHANCE THE READING COMPREHENSION OF BIOGRAPHY TEXTS OF THE TENTH GRADERS
RETAIN Vol 5 No 2 (2017): Volume 5 nomor 2 (2017)
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IMPLEMENTING SMART STRATEGY TO ENHANCE THE READING COMPREHENSION OF BIOGRAPHY TEXTS OF THE TENTH GRADERS Desi Arinda English Language Teaching, Language and Art Faculty, State University of Surabaya desiarinda95@gmail.com Dra. Theresia Kumalarini, M.Pd. English Language Teaching, Language and Art Faculty, State University of Surabaya kumala_rini52@yahoo.co.id Abstract Reading plays a crucial role in English education. Not only can it enlarge the learners’ knowledge of English grammatical structure and vocabulary, it can also be the way to get information. In fact, ones may listen or watch or even read to gather information they need. Yet written information is easier to digest because it will avoid misunderstanding due to the misinterpretation of words being listened. As reading English texts is considered challenging for students whose English comes as a foreign language, teachers must introduce some strategies to ease the students read the texts. SMART, a reading strategy developed by Buehl (2001), was rarely used in Indonesian EFL classes. Thus, this study aims to know whether the reading comprehension skill of students who are taught by implementing SMART strategy differs significantly from those taught conventionally. This study employed quasi-experimental design specifically the non-randomized control group, pretest-posttest design. It was chosen because the subjects were organized into classes which was impossibly picked random due to the limited access. The subjects were the tenth graders whose sample was done by cluster sampling. The instruments for collecting the data were tests: a pretest (to know whether both groups were equal) and a posttest (to find out the significant difference after using the strategy). After the data were collected, they were analyzed statistically using SPSS 20. The result showed that SMART strategy helped students read biography texts. It was found that significant difference exists in the reading ability between students who were taught by implementing SMART strategy and those who were not taught so. The mean score the experiment group is higher than that of the controlled one. The experiment group got 77.875 while he controlled group got 69.625. Further, the result of p value in Levene test showed that there is a significant difference between the two groups by the value of 0.009 which is far less than 0.05. The category of effect given by SMART strategy to the students who implemented it is moderate since it scored 0.11 in its eta square. Keywords: SMART strategy, reading comprehension, biography texts Abstrak Membaca memiliki peranan penting dalam dunia pendidikan bahasa Inggris. Dengan membaca, pengetahuan mengenai tata bahasa Inggris akan meningkat. Selain itu, membaca juga bisa menjadi salah satu cara untuk memeroleh informasi. Di samping membaca, sebenarnya mendengarkan juga bisa menjadi media lain untuk memeroleh informasi. Akan tetapi, informasi tertulis yang dibaca akan lebih mudah dipahami karena dapat meminimalisir kesalahpahaman yang disebabkan oleh interpretasi yang salah terhadap kosa kata bahasa Inggris yang didengarkan. Sebagai bahasa asing, membaca teks yang berbahasa Inggris masih dianggap sebagai hal yang menantang bagi siswa sehingga guru di sini bertugas untuk memperkenalkan strategi membaca yang dapat membantu mereka memahami bacaan berbahasa Inggris tersebut. Buehl (2001) mengembangkan sebuah strategi yaitu SMART yang masih jarang digunakan pada kelas bahasa Inggris di Indonesia. Oleh karena itu, penelitian ini bertujuan untuk mengetahui perbedaan signifikan antara siswa yang diajar menggunakan strategi SMART dengan siswa yang tidak diajar demikian. Penelitian ini menggunakan desain quasi-experimental khususnya desain non-randomized control group, pretest-posttest. Desain tersebut dipilih karena subjek penelitian tidak dapat diacak secara bebas karena kelas sudah tersedia dan tidak memungkinkan untuk membentuk kelas baru. Subjek penelitian ini adalah siswa kelas sepuluh yang kemudian dijadikan sample setelah diacak menggunakan cluster sampling. Instrumen yang digunakan dalam pengumpulan data adalah tes yang meliputi: a) pretes (untuk mengetahui apakah kemampuan awal subjek telah sama) dan b) posttes (untuk mengetahui perbedaan signifikan antar subjek setelah pengunaan strategi SMART). Setelah semua data terkumpul, datapun dianalisis menggunakan SPSS 20. Hasil dari penelitian ini menunjukkan bahwa strategi SMART dapat membantu siswa memahami bacaan teks biografi. Perbedaan antara subjek yang menggunakan strategi SMART tergolong signifikan karena berdasarkan tes Levene hasilnya adalah 0.009 yang benar-benar kurang dari 0.05. Rata-rata pada kelas eksperimen yang adalah 77.875, sedangkan pada kelas kontrol rata-ratanya 69.625. Setelah dianalisis menggunakan eta-square, hasil dari penggunaan strategi SMART menunjukkan angka 0.11 yang tergolong dalam efek sedang. Kata kunci: strategi SMART, kemampuan memahami bacaan, teks biografi

QUIZ, QUIZ, TRADE AS AN ALTERNATIVE THINK-PAIR SHARE STRATEGY TO IMPROVE THE SEVENTH GRADERS’ SPEAKING ABILITY IN TRANSACTIONAL TEXTS
RETAIN Vol 5 No 2 (2017): Volume 5 nomor 2 (2017)
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QUIZ, QUIZ, TRADE AS AN ALTERNATIVE THINK-PAIR SHARE STRATEGY TO IMPROVE THE SEVENTH GRADERS’ SPEAKING ABILITY IN TRANSACTIONAL TEXTS Denanda Pratiwi Putry English Education, Languages and Arts Faculty, State University of Surabaya pratiwidenanda@gmail.com Abstract The main goal of English Education is enable students to communicate in oral and written. Students’ speaking ability has to cover all supporting competences which are accent, grammar, vocabulary, fluency, and comprehension. Despite of being expected to master the competences, they still have difficulty in speaking, for instance, being unable to produce utterance fluently and confidently. Think-Pair-Share has been examined by several experts as a strategy to decrease speaking difficulty. Nowadays, Think-Pair-Share has been developed to become various kinds of strategies, one of which is Quiz, Quiz, Trade. It is believed that it can assist students to improve their oral skill. This study was done with the intention to know the significant differences of speaking ability between the experimental and the controlled groups. A pre-test was given to both groups at the beginning of the study while a post-test was done at the end of the study. The treatments were given to the experimental group only after the pre-test was done. All data were calculated by using SPSS 20. The calculation aimed to calculate the mean scores, standard deviations, homogeneity, and Independent t-test. In this study, it was found that the experimental group had better speaking ability rather than the controlled group. The calculation showed the mean score of experimental group is 73.89, however, the mean score of controlled group is 61.47. Further, after comparing the t-value (4.7) and t-table (1.67), the researcher concluded that there is a significant difference between the two groups. Additionally, to know the students’ speaking improvement of each supporting competences, the researcher compared the mean scores of the competences. The result was experimental group got higher scores in all supporting competence as mentioned previously. Therefore, Quiz, Quiz, Trade succeeded to give positive effect to students’ speaking ability. In a word, the Quiz, Quiz, Trade is effective to improve the seventh graders’ speaking ability in transactional texts. Keywords : Speaking, Think-Pair-Share, and Quiz, Quiz, Trade. Abstrak Tujuan utama dari pembelajaran Bahasa Inggris adalah memungkinkan siswa dapat berkomukasi secara lisan maupun tulis. Kemampuan berbicara siswa harus meliputi kompetetensi pendukung seperti seperti pengucapan, tata bahasa, pebendaharaan kata, kelancaran, dan pemahaman. Meskipun dianggap dapat mengusai seluruh kompetensi, mereka masih memiliki kesulitan dalam berbicara, seperti tidak bisa berbicara dengan lancar dan percaya diri. Think-Pair-Share telah diuji oleh beberapa ahli sebagai sebuah strategi untuk mengurangi tingkat kesulitan dalam berbicara. TPS berkembang menjadi berbagai macam Strategu salah satunya adalah Quiz, Quiz, Trade. Quiz, Quiz, Trade diyakini dapat membantu siswa dalam meningkatkan kemampuan berbicara mereka. Peneilitian ini dilakukan dengan tujuan untuk mengentahui perbedaan signifikan dari kemampuan berbicara antara grup eksperimen dan kontrol. Pre-test diberikan kepada kedua grup di awal penelitian sementara post-test dilakukan di akhir penelitian. Semua data dihitung menggunakan SPSS 20. Penghitungan bertujuan untuk menghitung skor rata-rata, standar deviasi, homogeneity, dan t-test. Pada penelitian ini, ditemukan bahwa grup eksperimen memiliki kemampuan berbicara lebih baik dari pada grup kontrol. Hasil penghitungan menunjukkan skor rata-rata grup eksperimen adalah 73.89 sementara skor rata-rata grup kontrol adalah 61.47. lebih jauh lagi, Setelah membandingkan nilai t (4.7) dan table t (1.67), peneliti menyimpulkan bahwa ada perbedaan signifikan dari kedua grup. Selain itu, untuk mengetahui peningkatan berbicara siswa, peneluti membandingkan skor rata-rata dari tiap kompetensi yang te;ah disebutkan sebelumnya. Jadi, penghitungan mengindikasikan bahwa Quiz, Quiz, Trade sukses memberikan dampak positif terharap kemampuan berbicara siswa. Singkatnya, Quiz, Quiz, Trade efektif untuk meningkatkan kemampuan berbicara siswa kelas VII pada teks transaksional. Kata kunci : Berbicara, Think-Pair-Share, dan Quiz, Quiz, Trade.

THE INTELLIGIBILITY, COMPREHENSIBILITY, AND INTERPRETABILITY OF AN INDONESIAN SENIOR HIGH SCHOOL ENGLISH TEACHER
RETAIN Vol 5 No 2 (2017): Volume 5 nomor 2 (2017)
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THE INTELLIGIBILITY, COMPREHENSIBILITY, AND INTERPRETABILITY OF AN INDONESIAN SENIOR HIGH SCHOOL ENGLISH TEACHER Eugenia Rani Rarasati English Department Faculty, Faculty of Language and Arts, State University eugeniararasati@mhs.unesa.ac.id Ahmad Munir, S.Pd., M.Ed., Ph.D English Department Faculty, Faculty of Language and Arts, State University ahmadmunir@unesa.ac.id Abstrak Intelligibility, comprehensibility, dan interpretability merupakan komponen penting untuk mencapai komunikasi yang effektif. Seseorang perlu menggunakan ucapan yang mudah dipahami sehingga pendengar mampu menafsirkannya secara benar. Kemampuan intelligibilitas ini merupakan sesuatu yang perlu dimiliki guru untuk menciptakan pembelajaran yang effektif. Oleh karena itu, penelitian ini dilakukan untuk mengetahui apakah Bahasa Inggris guru sudah dapat dimengerti, dipahami, dan ditafsirkan dengan baik atau belum. Tiga puluh satu siswa kelas sepuluh dari sekolah menengah atas berstandar ISO dan seorang guru bahasa Inggris senior menjadi subyek dari penelitian ini. Data diperoleh berdasarkan kesan dan reinterpretasi siswa terhadap penjelasan guru yang yang mereka tulis di lembar kuesioner. Hasilnya menunjukkan bahwa intelligibility, comprehensibility, dan interpretability guru tinggi, terbukti dengan nilai yang diperoleh dari kuesioner, wawancara singkat, dan analisis Bahasa Inggris guru. Kata kunci: Bahasa Inggris guru, Intelligibility, Comprehensibility, Interpretability. Abstract Intelligibility, comprehensibility, and interpretability are the keys to achieve successful communication. Someone needs to use intelligible and comprehensible utterance so that the listener becomes able to interpret it in a correct way. This inteligibility ability is something which actually needs to be required by teachers in order to maintain effective learning. Therefore, this study is conducted to find out whether teacher’s English is already intelligible, comprehensible, and interpretable or not. Thirty one students in the tenth grade of ISO standard senior high school and a senior English teacher were the participants. The data were gained from students’ impression and reinterpretation of teacher’s speech written in a questionnaire. The results revealed that teacher’s intelligibility, comprehensibility, and interpretability was high, proven by the scores gained from questionnaire, brief interview, and analysis of teacher’s English. Keywords: Teacher’s English, Intelligibility, Comprehensibility, Interpretability.

THE RESULTS OF SCORING OF STUDENTS’ ESSAYS CONDUCTED BY EXAMINERS OF DIFFERENT GENDERS
RETAIN Vol 5 No 2 (2017): Volume 5 nomor 2 (2017)
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THE RESULTS OF SCORING OF STUDENTS’ ESSAYS CONDUCTED BY EXAMINERS OF DIFFERENT GENDERS Fiki Izzatun Jundah English Education, Languages and Arts Faculty, State University of Surabaya Email: Fikijundah@mhs.unesa.ac.id Susanto English Education, Languages and Arts Faculty, State University of Surabaya Email: Susantoniki@gmail.com Abstrak Dalam kegiatan pengajaran dan pembelajaran, penilaian diterapkan oleh guru untuk mengetahui dan mengevaluasi tentang apa yang telah dicapai oleh murid selama pembelajaran. Akhir-akhir ini beberapa penelitian memfokuskan pada penilaian yang dianggap tidak seimbang. Hal tersebut sering terjadi di dalam penilaian menulis. Satu faktor yang dapat memengaruhi hal tersebut adalah gender. Beberapa penelitian menemukan fakta bahwa gender penilai tidak begitu berpengaruh dalam penilaian. Di lain sisi, penelitian lainnya menemukan bahwa gender dapat memengaruhi penilaian. Hal tersebut dikarenakan perbedaan persepsi dalam menilai sebuah tulisan. Perbedaan tersebut memunculkan sebuah gagasan untuk menginvestigasi fenomena tersebut di tempat yang berbeda. Oleh karena itu, rumusan masalah dalam penelitian ini adalah untuk mendeskripsikan bagaimana gender dari subjek yang berbeda menilai sebuah penulisan. Penelitian ini menggunakan metode deskripif kualitatif. Subjek penelitian adalah enam dosen (tiga laki-laki dan tiga perempuan) dari Universitas Negeri di Surabaya, Jawa Timur Indonesia. Dalam pengumpulan data, peneliti menggunakan document analysis dan wawancara. Dokumen tersebut digunakan untuk mengumpulkan hasil penilaian dari setiap subjek, kemudian data dianalisa dan ditampilkan secara singkat. Berdasarkan hasil penelitian ditemukan bahwa subjek memberikan nilai, pendapat, persepsi, dan pertimbangan yang berbeda pada tiga komponen penulisan, diantaranya adalah organisasi, pengembangan ide, gaya tulis, dan kualitas ekspresi. Sebaliknya, subjek memberikan nilai, pendapat, perspesi, dan pertimbangan yang sama pada tata bahasa dan mekanisme penulisan. Perbedaan itu memengaruhi ketidaksamaan nilai, karena tulisan tersebut tidak mendapatkan nilai yang sama ketika dinilai oleh subjek yang berbeda berdasarkan gender. Faktanya, penilai harus memiliki standar yang sama akan penilaian penulisan. Sehingga, murid mendapatkan jaminan akan nilai yang dapat dipercaya. Kata kunci : penilaian, tulisan, gender, bias Abstract In teaching and learning, assessment is applied by teachers to find out and evaluate what have been achieved by students during the lesson. Recently, there were some studies which focused on the unfair assessment. This unfair assessment commonly found in assessment writing products. One of the factors which might have affected the unfair assessment is the gender of the assessors. Some studies indicated that the marker’s gender seemed to have little impact on assessment. But, others found that gender has impact to assessment. They found that male and female teachers have different point of view in evaluating writing products. Those different results have inspired this study. This research was aimed to describe the different of the subjects in examining an essay. The researcher applied descriptive qualitative research. The subjects of the study were six lecturers (three males and three females) from a State University in Surabaya East Java Indonesia. The researcher used document analysis and interview. The document was the rubric of the scoring. This document was used to collect the scores of each subject. Then, the interview was held to gain specific information of their consideration and opinion in assessing each component. In addition, the data was analyzed and presented briefly. Based on the result of the analysis, it was found that the examiners have given different scores, opinion, perception, and considerations in three components of writing. Those are the organization, the logical development of ideas, the style, and the quality of expression. In contrast, all the subjects have given same score and have similar opinion, perception, and consideration in the grammar and the mechanics. Those differences affect to the unreliability scores, because the essays do not get same scores when it is scored by different genders of the subjects. In fact, the assessors should have same standard in assessing the essay. So, the students will guarantee to get reliable scores. Keywords: assessment, essay, gender, bias

PODCAST TO HELP 10th GRADERS UNDERSTAND SPOKEN RECOUNT
RETAIN Vol 5 No 2 (2017): Volume 5 nomor 2 (2017)
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PODCAST TO HELP 10th GRADERS UNDERSTAND SPOKEN RECOUNT Nadhifa Rahmania S1-Pendidikan Bahasa Inggris, Fakultas Bahasa dan Seni, Universitas Negeri Surabaya nadhifarahmania@mhs.unesa.ac.id Wiwiet Eva Savitri, S.Pd., M.Pd. Pendidikan Bahasa Inggris, Fakultas Bahasa dan Seni, Universitas Negeri Surabaya wiwieteva@unesa.ac.id Abstrak Kemampuanmendengarkandiperolehseseorangbahkansejakberadadalamkandungan.Sayangnyadalamkonteksmempelajaribahasaasing,latihanmendengarkankurangdiberikansecaramaksimalterhadapparapembelajar.Sedangkan proses mendapatkankemampuanberbahasaasingdanbahasaibuberbedadalamprakteknya. Hal ini yang menjadi dasar disusunnya kegiatan diluar kelas untuk melatih kemampuan menangkap makna para pembalajar bahasa asing dan mengasah kemampuan mendengar merekadalam bahasaInggris. Dengan menggunakan pendekatankuantitatif, peneliti memberikan pre-tes dan pos-tes terhadap dua kelompok siswa .Extensive Listening diberikan kepadakelompoksiswa eksperimentaldenganpodcast sebagai media, jugajurnalkegiatanberisipertanyaandanopinipesertaterhadapkegiatantersebut.Jenisteks yang digunakan dalam penelitian ini adalah teks recount yang juga terdapat pada silabus pembelajaran siswa kelas sepuluh. Perbandingan nilai pre-tes dan pos tes peserta menentukan efektifitaspenggunaanpodcast untuk meningkatkan kemampuan mendengarkan peserta dalam bahasaInggris. Secara keseluruhan kelompok eksperimental menunjukkan peningkatan nilai postesjika dibandingkan dengan nilai pre-tes. Berdasarkan hasil tersebut dapat disimpulkan jika penggunaan podcast sebagai media extensive listening untuk kegiatan mandiri siswa cukup efektif meningkatkan kemampuan menangkap makna dalambahasa Inggris. Kata Kunci: Podcast, extensive listening, menangkapmakna, Abstract Listening comprehension is acquired ever since someone was in the womb. Unfortunately in second language learning the practice of listening received by the language learners seems to be insufficient. Meanwhile the acquisition of foreign language and first language are very different in reality. Based on those concerns a set of activity was organized in order to give extra-hours of practice in understanding meaning for the students who master English as foreign language. Using quantitative approach the researcher conducted pre-test and post-test to both groups. An extensive listening activity was directed to the experimental group using podcast as the media that equipped with a listening log. The listening log contains a set of questions related to the podcast files and a section for opinion of the participants towards the proposed activity. The text type used was spoken recount as it also included in the 10th graders syllabus used in the current curriculum. A comparison on the result score of the participant’s pre-test and post-test determined how effective the treatment was. An increasing mean score of experimental group’s post-test showed the improvement of their listening comprehension towards the spoken language. In general, the experimental group performed an improvement of the post-test result compared to the pre-test. Based on the acquired data from the result it can be concluded that the use of podcast as an extensive listening media was affective in improving the learners’ listening comprehension, especially in understanding the meaning. Keywords: Podcast, Extensive Listening, Meaning understanding

TEACHERS’ PEDAGOGICAL KNOWLEDGE OF LEARNERS IN SENIOR HIGH SCHOOL
RETAIN Vol 5 No 2 (2017): Volume 5 nomor 2 (2017)
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TEACHERS’ PEDAGOGICAL KNOWLEDGE OF LEARNERS IN SENIOR HIGH SCHOOL Moch Reza Pahlevi English Education Study Program, English Language and Literature Department, Faculty of Languages and Arts, State University of Surabaya Email: mochpahlevi@mhs.unesa.ac.id Susanto English Education Study Program, English Language and Literature Department, Faculty of Languages and Arts, State University of Surabaya Email: Susantoniki@gmail.com Abstract The purpose of this study was to seek and describe teacher’s understanding in the learners’ characteristics. This study was considered as a basic interpretive research which used qualitative approach to support the choice of the source of the data. The subjects of this research were the five English teachers in senior high school. The unstructured/ in-depth of interview was applied to collect the data. Then the data obtained was analyzed and explained specifically based on researcher’s interpretation in the form of narrative and descriptive. The findings have shown four conclusions which draw the subjects’ understanding in the knowledge of learners. The subjects have a rich understanding on students’ social and cultural background, a good understanding in students’ needs, a fair understanding in students’ learning style, and a slight understanding in students’ cognitive characteristics Keywords: Teacher, Knowledge, Learners, Characteristics Abstrak Tujuan dari penelitian ini adalah untuk mencari dan menjelaskan pemahaman guru dalam karakteristik siswa. Bentuk penelitian ini adalah basic interpretive yang menggunakan pendekatan kualitatif untuk mendukung pilihan sumber data. Subyek penelitian ini adalah lima guru bahasa Inggris di SMA. Wawancara yang mendalam diaplikasikan untuk pengumpulan data. Kemudian data yang diperoleh dianalisis dan dijelaskan secara spesifik berdasarkan interpretasi peneliti dalam bentuk narasi dan deskriptif. Hasil dari penelitian ini telah menunjukkan empat kesimpulan yang menggambarkan pemahaman subyek dalam pengetahuan siswa. Subyek memiliki pemahaman yang kaya pada latar belakang sosial dan budaya siswa, pemahaman yang baik pada kebutuhan belajar siswa, pemahaman adil dalam gaya belajar siswa, dan pemahaman yang sedikit dalam karakteristik kognitif siswa. . Kata Kunci: Guru, Pemahaman, Siswa, Karakteristik

THE USE OF ANIMATION VIDEO AS THE MEDIA TO TEACH SPEAKING DESCRIPTIVE TEXT
RETAIN Vol 5 No 2 (2017): Volume 5 nomor 2 (2017)
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THE USE OF ANIMATION VIDEO AS THE MEDIA TO TEACH SPEAKING DESCRIPTIVE TEXT Ghayun Putri Permatasari English Education, Faculty of Languages and Arts, State University of Surabaya ghayunpermatasari1@mhs.unesa.ac.id Wiwiet Eva Savitri, S.Pd, M.Pd English Education, Faculty of Languages and Arts, State University of Surabaya wiwieteva@unesa.ac.id Abstrak Penelitian ini berisi tentang penggunaan video animasi sebagai media untuk mengajarkan keterampilan berbicara teks deskriptif. Tujuan dari penelitian ini adalah untuk mengidentifikasi bagaimana penggunaan video animasi sebagai media untuk mengajarkan keterampilan berbicara teks deskriptif dan untuk mengetahui opini siswa tentang penggunaan video animasi sebagai media untuk mengajarkan keterampilan berbicara teks deskriptif. Peneliti memutuskan untuk menggunakan metode kualitatif dikarenakan data yang dikumpulkan berbentuk kata-kata dan gambar-gambar. Penelitian ini meneliti kelas 10 TAV 1 yang berisikan 36 siswa; 34 siswa laki-laki dan 2 siswi perempuan. Untuk menjawab pertanyaan riset, peneliti mengumpulkan data dari tiga instrumen seperti: ceklis observasi, kuisioner, dan rekaman suara. Dari ke tiga instrumen, peneliti mendapatkan hasil yang menunjukkan bahwa penggunaan video animasi sebagai media untuk mengajar keterampilan berbicara teks deskriptif sangat efektif dan dapat dipakai sebagai media pembelajaran untuk kelas X TAV 1 SMKN 1 Sidoarjo agar membantu para siswa/i belajar memproduksi teks deskriptif secara lisan. Para murid sangat menikmati belajar bahasa Inggris dikelas dan mulai percaya diri daripda sebelumnya. Sebagai tambahan, dari kuisioner dan wawancara terungkap bahwa para siswa/i mempunyai pemikiran positif terhadap penggunaan video animasi sebagai media untuk mengajar keterampilan berbicara teks deskriptif. Kata Kunci: Media, Video Animasi, Berbicara, Teks deskriptif. Abstract This research proposed the use of animation video as the media to teach speaking descriptive text. It aimed to identify how the use of animation video as the media to teach speaking descriptive text is and also to know what the students’ opinion towards the use of animation video as the media to teach speaking descriptive text is. The researcher decided to have qualitative method since the data in the form of words and pictures. The samples of this research were 10th-grade TAV 1 consist of 36 students; 34 male and 2 female students. To answer the research questions, the researcher gathered the data from three instruments of the study, such as: observation checklist, questionnaire, and audio recording. From the three instruments, the researcher obtained that the use of animation video as the media to teach speaking descriptive text were effective and applicable media for X TAV 1 of SMKN 1 Sidoarjo to help them to produce descriptive text orally. The students were enjoyed learning English and they started to speak more confidently than before. Moreover, the questionnaire and interview revealed that the students have positive thoughts about the use of animation video as the media to teach speaking descriptive text. Keywords: Media, Animation video, Speaking, Descriptive text.

THE IMPLEMENTATION OF DISCOVERY LEARNING TO TEACH WRITING RECOUNT TEXT TO THE TENTH GRADERS OF SMKN 1 MADIUN
RETAIN Vol 5 No 2 (2017): Volume 5 nomor 2 (2017)
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THE IMPLEMENTATION OF DISCOVERY LEARNING TO TEACH WRITING RECOUNT TEXT TO THE TENTH GRADERS OF SMKN 1 MADIUN Maharani Islami Nastiti English Education Department, Languages and Arts Faculty, State University of Surabaya maharanin1@mhs.unesa.ac.id Dr. Pd. H. Aswandi English Education Department, Languages and Arts Faculty, State University of Surabaya aswandi@unesa.ac.id Abstrak Menulis adalah salah satu kemampuan berbahasa yang harus dikuasai oleh para siswa. Namun, menulis bisa menjadi hal yang paling sulit untuk dilakukan (Bramer dan Sedley, 1981:21) karena siswa mungkin mengalami kesulitan hanya untuk memutuskan kalimat pertama untuk ditulis. Selain itu, siswa diharuskan untuk menghasilkan karya tulis berupa teks recount untuk melengkapi kompetensi tertentu di sekolah. Oleh karena itu, guru perlu mempertimbangkan model pembelajaran yang tepat untuk diterapkan dalam pengajaran menulis. Tujuan dari penelitian ini adalah untuk mendeskripsikan implementasi discovery learning untuk mengajarkan penulisan teks recount. Discovery learning adalah salah satu model pembelajaran kurikulum 2013. Model pembelajaran ini dapat membantu siswa untuk belajar lebih baik karena berfokus pada proses belajar. Penelitian ini merupakan penelitian deskriptif kualitatif. Subyek penelitian ini adalah seorang guru bahasa Inggris dan 30 siswa kelas 10 SMK Negeri 1 Madiun. Selain itu, hasil dari penelitian ini adalah positif. Siswa yang diajar dengan menggunakan discovery learning model berperan aktif dalam proses belajar mengajar. Komposisi tulisan mereka juga menunjukkan hasil yang bagus dalam hal konten, organisasi, kosakata, penggunaan bahasa dan mekanika. Oleh karena itu, disarankan untuk menerapkan model pembelajaran ini untuk mengajarkan penulisan teks recount. Kata Kunci: Discovery learning, keterampilan menulis, teks recount biografi Abstract Writing is one of language skills that has to be mastered by the students. However, writing can be the most difficult thing to do (Bramer and Sedley, 1981:21) because students might find it hard just to decide the first sentence to write. Besides, students are needed to produce a written work which is recount text in order to complete specific competency at school. Hence, teachers need to consider appropriate learning model to be applied in teaching writing. The purpose of this study is to describe the implementation of discovery learning to teach writing recount text. Discovery learning is one of 2013 curriculum’s learning models. This learning model may help students to learn better because it focuses on the process of learning. This study is a descriptive qualitative research. The subjects of the study are an English teacher and 30 tenth grade students of SMK Negeri 1 Madiun. On top of that, the findings are positive. Students who were taught by using discovery learning model played active role in the teaching and learning process. Their writing compositions also showed good result in terms of content, organization, vocabulary, language use and mechanics. Therefore, it is recommended to implement this learning model to teach writing recount text. Keywords: Discovery learning, writing skill, biographical recount text

THE IMPLEMENTATION OF “SHADOWING” AS A TECHNIQUE IN TEACHING LISTENING OF A PROCEDURE TEXT TO THE ELEVENTH GRADERS
RETAIN Vol 5 No 2 (2017): Volume 5 nomor 2 (2017)
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THE IMPLEMENTATION OF “SHADOWING” AS A TECHNIQUE IN TEACHING LISTENING OF A PROCEDURE TEXT TO THE ELEVENTH GRADERS Mochamad Arman Firmansyah Engish Literature, Faculty of Language and Arts, The State University of Surabaya Arman_firmansyah@rocketmail.com Dr.Oikurema Purwati, Eng. Grad. Dip, M.Appl. English Literature, Faculty of Language and Arts, The State University of Surabaya Pungki_unesa@yahoo.co.id Abstrak Dimasa sekarang kebanyakan murid murid lebih suka melakukan aktivitas listening daripada speaking, reading dan writing. Tapi nyatanya listening adalah pekerjaan yang paling susah untuk murid murid. Berdasarkan masalah ini, pendidik dianjurkan untuk mencari strategi yang cocok agar para murid muridnya mampu melakukan kegiatan listening. Untuk mengatasi masalah tersebut, ada sebuah teknik bernama “shadowing” yang mampu membantu pendidik untuk mengembangkan pemahaman listening para murid muridnya tersebut. Untuk mengenal lebih tentang teknik ini, penulis melakukan penelitian tentang bagaimana teknik ini digunakan dalam mengajar teks prosedur dikelas listening pada murid kelas 11 dan penulis juga ingin mengetahui respon dari murid murid terhadap teknik ini. Penulis menggunakan deksriptif kualitatif sebagai desain risetnya. Ceklist observasi dan interview dipilih untuk pengambilan data dari dua kali pertemuan riset tersebut. Penulis mengobservasi proses belajar mengajar dikelas dan juga menginvestigasi hasilnya dengan melakukan wawancara dengan para murid. Setelah mengumpulkan dan memperoleh semua data dari riset tersebut, penulis lalu melakukan analisa terhadap hasil tersebut untuk mendapatkan hasil dari riset tersebut. Hasil dari penelitian ini menunjukan bahwa pendidik menggunakan teknik ini dengan mengaplikasikanya kedalam tiga fase dalam listening yaitu pre-listening, whilst-listening, dan post-listening dan itu berhasil diaplikasikan berdasarkan 4 fase dalam shadowing yaitu mendengarkan suara rekaman, shadowing, pengecekan pemahaman, dan aktivitas pengosakataan. Para murid mampu mengerjakan tugas yang diberikan oleh guru dan sukses memahami isi dari rekaman, respon dari murid murid menunjukkan bahwa teknik ini membantu mereka untuk mengerjakan latihan latihan listening lebih baik daripada sebelum mereka mengenal teknik ini, lebihnya mereka ingin menggunakan teknik ini dalam menghadapi kegiatan listening. Dari hasil diatas penulis menyimpulkan bahwa teknik ini membantu murid murid dalam menghadapi tugas listening dan juga mampu mengembangkan pemahaman mereka terhadap rekaman suara tersebut. Kata Kunci : Teknik “shadowing”, listening, teks prosedur. Abstract Nowadays many students tend to do listening activity rather than speaking, reading and writing but the fact listening is the most difficult task for the students. Based on this problem, teacher need to find a proper strategy to make their students able to do listening task. To overcome that problem, there is a technique called “shadowing” which help the teacher to improve their student’s listening comprehension. In order to know more about this technique, the writer conduct a research about how this technique applied in teaching listening of a procedure text to the eleventh graders students and the writer also wants to know the student’s response toward this technique. The writer use descriptive qualitative research as a research design to this study. Observation checklist and interview have been choose in order to collecting the data of the two meetings of this study. The writer observed the teaching and learning process in the class and also investigated the result by doing an interview to the students. After collecting and gathering all data from this study, the writer then analyzed them in order to get the result of this study. The result of this study shows that the teacher implemented this technique by applying this technique on three phases of listening those are pre-listening, whilst-listening, and post-listening and successfully applied this technique based on the phases of shadowing those are listen to the passage, shadowing, comprehension checking, and vocabulary activity. The subject could do the exercise which given by the teacher and successfully understand the audio. The student’s response show that this technique helps them to do the listening exercise or task better than before they know this technique. Furthermore they want to use this technique to face the listening activity. From the result above the writer concluded that this technique helps the students in facing their listening task or exercise and also it is improving their understanding of the audio. Keywords :“shadowing” technique, listening, procedure text.

A Study on Logical Fallacies in Argumentation on Debate Made by English Debate Society Members of UNESA
RETAIN Vol 5 No 2 (2017): Volume 5 nomor 2 (2017)
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A Study on Logical Fallacies in Argumentation on Debate Made by English Debate Society Members of UNESA Sazi Ajeng Ayu Virginia English Education, Language and Art Faculty, State University Surabaya sazivirginia0303@g,mail.com Esti Kurniasih, S.Pd, M.Pd English Education Department, Faculty of Language and Art, State University of Surabaya Estikurniasih@unesa.ac.id Abstrak Sebagai anggota debat bahasa inggris (EDS) UNESA, para pelaku debat seharusnya mampu untuk awas dan sadar tentang kesalahan pada logika berfikir yang mampu mengurangi kualitas penampilan dalam berdebat. Maka dari itu, penelitian ini ditujukan untuk menginvestigasi kesalahan logika pada argument debat dibuat oleh EDS UNESA. Penelitian ini adalah penelitian deskriptif dan jenis data yang di kumpulkan adalah kualitatif. Subyek penelitian ini adalah tiga anggota EDS UNESA. Agar dapat menjawab penelitian pertanyaan, subyek di rekam ketika sedang melakukan latihan debat. Kemudian, peneliti melakukan observasi note dan wawancara dengan mengunakan perekam suara dan panduan wawancara sebagai instrument penelitian. Berdasarkan hasil penelitian, terdapat beberapa kesalahan logika yang ditemukan pada cara anggota EDS UNESA menyusun argument. Kesalahan logika yang ditemukan adalah problematic premise, red hearing fallacy, irrelevant reason, two wrong fallacy, begging the question, fault analogy, dan fallacy incompatibility. Oleh sebab itu, peneliti menyarankan untuk lebih banyak belajar tentang kesalahan logika dan melakukan banyak latihan. Saran untuk proses belajar mengajar pada kelas menulis argument dan debat adalah agar para pembimbing agar member perhatian lebih kepada logika berfikir dan meminta siswa-siswi untuk lebih memahami pengetahauan awal tentang bukti dan klaim agardapat menciptakan argument yang lebih baik. Kata Kunci : Kesalahan Logika, Argument, Debat, English Debate Society Abstract As members of English Debate Society (EDS) UNESA, debaters need to be aware of and conscious about the logical fallacy that can degrade the performance of debating. Therefore, this research was aimed to investigate the logical fallacy on debate argumentation made by EDS UNESA. This research is descriptive research and the data collected was of the qualitative type. The subjects of the study were three members of EDS UNESA. In order to find the answer, students were recorded when they were conducting training. Then, the researcher conducted observation field notes and interview by using audio recorder and interview guideline as the instrument. Based on the analysis, there were several types of logical fallacy found. They are problematic premise, red hearing fallacy, irrelevant reason, two wrong fallacy, begging the question, fault analogy, and fallacy incompatibility. Moreover, some factors that caused the debaters create fallacy are the Level of understanding toward concept of logical fallacy, lack of reading and amount of debate practice. Therefore, the researcher suggests debaters to learn more regarding logical fallacy and do more practices. Suggestion for teaching learning process in argumentative writing and speaking for debate class the lecturers can give more attention in logical fallacy and ask students to be more aware by analyzing the prior information regarding the evidence and provide sufficient explanation to create link between evidence and claim in order to create better quality of argumentation. Keyword: Logical fallacy, argumentation, debate, English Debate Society

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Him'mawan Adi Nugroho

Contact Email
himmwannugroho@unesa.ac.id

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+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

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Abstract

Contact Name
Him'mawan Adi Nugroho

Contact Email
himmwannugroho@unesa.ac.id

Phone
+6281334244887

Journal Mail Official
evarahmawati@unesa.ac.id

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

Location
Kota surabaya,

Jawa timur

INDONESIA