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English Department, Faculty of Languages and Arts, Universitas Negeri Surabaya Building T4, 2nd floor, Kampus Lidah Wetan, Universitas Negeri Surabaya, Surabaya, Indonesia
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Jawa timur
INDONESIA
RETAIN (RESEARCH ON ENGLISH LANGUAGE TEACHING IN INDONESIA)
Published by Universitas Negeri Surabaya
ISSN : 23562617     EISSN : -     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
RETAIN publishes articles within the scope of English Language Teaching and Applied Linguistics. RETAIN publishes articles within the scope of English Language Teaching and Applied Linguistics.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 934 Documents
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Exploring Authentic Assessment of Online EFL Classrooms in a Senior High School Fitrianingrum, Fifi
RETAIN Vol 9 No 2 (2021)
Publisher : RETAIN

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Abstract

The objectives of the study are to explore the implementation of authentic assessment, particularly performance assessment, portfolio assessment, and project assessment during online learning, the problems or obstacles encountered by both English teachers and the students, and the solutions taken to overcome those problems. The data are obtained by conducting a semi-structured interview with the Vice-Principal of Academic Affairs and Curriculum, two English teachers who teach XI grade and X grade students, and the students of XI and X grades in the academic year 2020/2021 consist of 9 students in total. The results of the study reveal that authentic assessments were implemented only for assessing students’ productive skills, and the teachers applied authentic assessment during online learning and when a hybrid system was run. The teachers gave various types of assignments in the process of implementing authentic assessments, and both English teachers and the students encountered several problems related to the application of authentic assessment and online learning. However, the teachers, as well as the students, could find effective solutions to their problems. Keywords: authentic assessment, English teachers, students, online learning.
Written Corrective Feedback Provided by the Teacher on Student's Descriptive Writing for Fostering Student's Writing Quality Sa'adah, Lailatus
RETAIN Vol 9 No 03 (2021)
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Abstract

Written corrective feedback is an effective element in a student’s writing process. Therefore, the role of the teacher in giving written feedback on student’s composition is essential since it can assist them to be aware of the error that they have been made, learn about the error, and revise it into the correct form. In conducting this research a qualitative method was employed. The object of this research is the first draft and the final draft of the English Department student's descriptive writing. The researcher used only one student’s descriptive writing that has been rectified by the teacher using written corrective feedback to be analyzed in detail. This research aimed to explain some types of teacher’s written corrective feedback on student’s descriptive writing for fostering student’s writing quality. In this research, documentation was used as an instrument. This research showed that there were two types of feedback given to the student’s work; twelve errors were corrected by using direct written corrective feedback and four errors were corrected by using metalinguistic feedback. The teacher underlined, circled, crossed, and even gave written comments near the errors made by the student. Moreover, after looking at the student’s revised composition, it can be concluded that the students received all the feedback given by the teacher well. It increased student’s self-correcting which had a big impact on improving the quality of student's writing. Keywords: written corrective feedback, student’s composition, descriptive text.
Experiences During Extensive Reading Program For English Department Students Ardiansyah, Farhan Tri
RETAIN Vol 9 No 03 (2021)
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Abstract

Extensive Reading is deemed essential for freshmen of English Department as it helps to improve students’ reading skills especially comprehension. Joining the Extensive Reading program assigned in early college years helps elevate students’ reading comprehension skills and increase their vocabulary size. This article aims to explore students’ experiences with the Extensive Reading program based on their perceived appraisal on; 1) time allocation during extensive reading, 2) potential obstacles found during extensive reading as well as 3) the length of text used as reading materials. This study took English Department’s students as its subject. The answers gained from 45 respondents of Extensive Reading Experience questionnaire were later analyzed in descriptive and thematic fashion to form practical suggestions for college students and lecturers. In addition, this article can also be used to identify the benefits and drawbacks of the Extensive Reading program provided by English Department. The results of the study in general showed that; 1) English Department’s students regard the time allocation as sufficient for completing extensive reading assignments, 2) the obstacle that hinders the development of comprehension skills in reading the most is difficult vocabulary and 3) long, interesting texts can increase student motivation to read extensively. Further recommendations would be served at the end of the article.
Exploring Learning Strategies on English Speaking Skill for Visually Impaired Students at SMPLB A YPAB Surabaya Hikmah, Nurul
RETAIN Vol 9 No 2 (2021)
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Abstract

This article describes the results on examining learning strategies applied by visually impaired students in learning English speaking skills including the strength and weaknesses of using it. This study involved 10 students of 8th and 9th graders SMPLB A YPAB Surabaya, using a qualitative descriptive research design. The data collection included student interviews and field observations. The results revealed that students applied several learning strategies include memorizing when they prefer to remember rather than note; cognitive such as practice, repeating, translating; social strategies as indicated by asking their teacher or others, ask for reviews, additional explanations, and confirming; compensation, by overcoming speaking limitation, trying to provide answers, and using language mixing. This also equipped with assistive technology utilization during learning such as using screen reader on their smart phone. Those assist their learning activities more effective and efficient. The implementation of those strategies influenced by the learner autonomy which determines the frequency of using selected strategies and the achievement of applying it. Therefore, they can overcome the differences in learning methods they received from the English teacher at school. Thus, visually impaired students have own learning strategies that they can apply according to their ability to understand English especially for speaking skills.
EMPOWERING STUDENTS’ READING COMPREHENSION ON EXPLANATION TEXT THROUGH GIST STRATEGY Chamidah, Ayu Indah Nur
RETAIN Vol 9 No 03 (2021)
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Abstract

The purposes of this research are to know the improvement of students’ scores in comprehending explanation text after using GIST (Generating Interactions between Schemata and Text) strategy, to explain the implementation of GIST strategy, and to reveal students’ responses towards the implementation of GIST strategy for teaching explanation text. This study used quantitative method to know the improvement of students’ scores. Besides, this study also used qualitative method to explain the implementation of GIST strategy and students’ responses. There were 22 students of XI IPA 1 who participated in this study. The researcher used test, observation, and interview to collect the data. The data were analyzed by using SPSS to know the improvement of students’ scores The result of this research showed that there was a significant improvement from the implementation of GIST strategy to the students’ reading comprehension. It could be seen from the value of the t-test that the students’ scores was higher than the t-table (5.524>2.074). Additionally, the mean score of pre-test which was 72.27 had improved to 89.77 in post-test. The use of GIST strategy made the students easier to understand the main idea of the explanation text. Therefore, it can be stated that GIST strategy gives significant improvement of students’ reading comprehension in understanding explanation text. Keywords: Reading, Reading Comprehension, GIST Strategy, Explanation Text
The Implementation of Genre Based Approach in Teaching Recount Text to Promote Students' Writing Skill Lail, Iftitahul
RETAIN Vol 9 No 03 (2021)
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Abstract

The aims of this research are to know how Genre Based approach is implemented, Genre Based Approach can promote students’ writing competence or not and to know their responses towards it. The researcher designed this research using quantitative method and qualitative method. Quantitative method was used to know students’ improvement in writing and qualitative method was used to know how GBA was implemented and students’ response towards it. Subjects of this research were 1st grade students of senior high school. There were 25 participants who actively participated in this research. The data were collected by conducting tests (pre and post-test), doing observation and giving questionnaire. The data were analyzed using SPSS to make it easier to find the result. The first result of this research was that Genre Based Approach was implemented well. All stages were implemented from BKOF (Building Knowledge of Field), MOT (Modelling of the Text), JCOT (Join Construction of the Text) and ICOT (Independent Construction of the Text). Secondly, the implementation of GBA could promote students’ writing competence because the ρ (two-tailed) showed .000 which was less than 0.05. It means that there was significant effect of GBA towards students’ writing. Last, some students were helped with this method especially in understanding a text. Some of them also were helped in different aspects such as understanding the social function, structure of the text, language features and etc. Keywords: implementation, writing, genre-based approach.
Students' Listening Preferences and Perception In Using XReading Audiobook Ramadhanty, Virlyana
RETAIN Vol 9 No 03 (2021)
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Abstract

The aim of this study is to portray freshmen students’ listening preferences when using XReading audiobook and to describe students’ perception about the improvement of their English skills after using XReading audiobook for several months. This study used mixed method, both quantitative and qualitative to get sets of data. 80 freshmen students, who were also active users of XReading program, were involved as subject of the study. The data were gathered through the combination of close-ended and open-ended questionnaire followed by interview session for participants who did not give clear answer. The data from questionnaire were analyzed using descriptive quantitative while the data from interview were transcribed and analyzed qualitatively. The result shows that most students prefer to have reading-while-listening activity rather than only listening to audiobook. Students can also take advantages of some features provided in XReading audiobook. In addition, students have positive response about XReading audiobook because it has some benefits and is helpful to improve their English skills especially listening skill. Keywords: Listening preferences, Students Perception, XReading audiobook.
The Use of Authentic Materials to Enhance Students’ Speaking Ability in Secondary EFL Classroom Inezfarrah, Adinda Chika
RETAIN Vol 9 No 2 (2021)
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Abstract

The purpose of this research is to determine whether the use of authentic material has an impact on enhancing EFL students' speaking ability. Conducted in MTs Unggulan in Surabaya, this research uses two classes of 8th grade, divided into two groups, experimental class and control class. This research uses authentic materials taken from YouTube, BBC official website, and several internet materials as a media to learn daily conversation. A quantitative method with a quasi-experimental design is used in this research. The data were collected by spoken tests, which are pre-test and post-test. The results presented a difference between the learning using authentic material and ones without authentic material. The asymptotic significance post-test value from Mann-Whitney is .00 < .05, with the median control group is 67.00, and the median from the experimental class is 75.00. This value shows authentic material is more effective to use as a medium to learn speaking for EFL students. Also, it is recommended to use as an appropriate alternative to enhance student’s speaking competence.
The Correlation of Reading Speed and Reading Comprehension in XReading Ekasari, Ita Nur
RETAIN Vol 9 No 03 (2021)
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Abstract

The eminence of Extensive Reading (ER) to improve language acquisition has been widely recognized to develop students’ reading fluency which can be acquired after they were exposed to a huge quantity of written text. Considerable number of studies also found reading speed (as an indicator to measure reading fluency) has a positive correlation with reading comprehension. In this modern era, there is a shift from paper-based ER program to digital online-based ER program with the help of reading platform such as XReading. This present study is categorized as a correlational study since it attempts to know whether or not students’ reading speed have a relationship with their reading comprehension. This study involved 53 students majoring in English Education at one of state universities in Surabaya who take mandatory ER program using XReading platform. The result reported that there was a very low correlation between reading speed and comprehension (r = 0.062).
Reading Self-Efficacy in EFL Students' Critical Reading Strategies Kusuma, Ivan Ilham
RETAIN Vol 9 No 2 (2021)
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Abstract

Critical reading has become the key to students’ academic success. Many factors play an important role in the students’ critical reading, such as their reading self-efficacy. Considerable amount of research has found the contribution of reading self-efficacy towards students' reading strategy use. Reading self-efficacy can help students to determine the use of their knowledge and skill they have learned (Pajares, 2002), and explain why the same learner performs differently at different times. The present study thus attempted to find out the correlation between self-efficacy and EFL students' reading strategy use in Critical Reading. This study used quantitative method as the research design. Two questionnaires were distributed to 30 English Department students of a university in Indonesia. Positive moderate correlation was found between reading self-efficacy and reading strategy (r = 0.548, sig. at 0.01 level) so that this study supported that self-efficacy was correlated with the students’ reading strategy use.

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