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<![CDATA[The Use of Instagram to Improve Students’ Writing Skills in Explanation Text for Eleventh Grade Students ]]>
<![CDATA[Kencana, Cariesa Tirta]]>
<![CDATA[ RETAIN Vol 9 No 03 (2021) ]]>
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<![CDATA[Social media has affected our daily life especially for students in this current era. Students always use social media during their life, and they can learn many things from social media. The most used social media by the students is instagram. This study takes advantage to learn from social media which is instagram especially for English subject. The point of this study is to see if using instagram may help students enhance their writing skills in Explanation Text for eleventh grade students. A quantitative research is applied by the researcher. The method utilized by the researcher was pre-experimental. The participants in this study were eleventh grade students from one of Gresik's Senior High Schools. A total of 32 students were included in the sample. Pre-test and post-test tests were employed as instruments in this study. SPSS Statistics 26 was used to perform the data analysis. The mean post-test score was (79.56), which was higher than the mean pre-test score (67.97). The t-test score was -9.991 with a degree of freedom (df) of 31 according to the data analysis. It signifies that the students' grades differed greatly. As a result, H0 is denied, but Ha is approved. Therefore, instagram is a beneficial tool for students to learn explanation text through social media. To summarize, instagram can be utilized to help students enhance their writing skills while creating explanation texts.]]>
<![CDATA[STUDENTS’ PERCEPTIONS AND CHALLENGES ON PEER FEEDBACK OF EFL UNIVERSITY STUDENTS’ WRITING ]]>
<![CDATA[Kurniawati, Heny Nursela]]>
<![CDATA[ RETAIN Vol 9 No 2 (2021) ]]>
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<![CDATA[Peer feedback is an excellent tool to improve the students’ writing performance. Also, peer feedback often considered as an important learning strategy. In this view, the aims of the study are to identify two things related to the EFL university students’ perceived and challenges in the implementation of peer feedback in their learning process as an evaluation to the development of peer feedback learning strategy that is used for the future, especially in the field of improving the implementation of the learning process. This research design was a basic qualitative study that explores the students’ experiences in a particular phenomenon. In addition, the researcher used an open-ended questionnaire and semi-structured interview instruments to obtained the data. The subject of the study involved 15 EFL university students of English Department in Surabaya, East Java. The technique that is used to conducted this research was purposive sampling. The result of the study revealed that (1) The EFL university students gave positive perceptions toward peer feedback implementation. The EFL university perceived that peer feedback give various benefits, views, also suggestions to the EFL university students’ writing performance. Then, involving the EFL university students in peer feedback implementation could raise awareness of their writing performance, monitoring, evaluating, and developing their own goal and plan of learning. (2) The challenges faced by the EFL university students becomes a shared experience by the EFL university students’ who involving in peer feedback as the learning process. These proved that peer feedback implementation is the truly valuable tool for improving writing performance. The conclusion and suggestion for teacher, educator, or teaching staff and future research are discussed.]]>
<![CDATA[The Undergraduates’ Perceptions About Learning Public Speaking Online by Using Zoom ]]>
<![CDATA[Kinasih, Tita]]>
<![CDATA[ RETAIN Vol 9 No 2 (2021) ]]>
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<![CDATA[Speaking is one of the English language skills that must be taught to students. However, due to the Covid-19 outbreak, the government ordered schools including universities to conduct online learning. One of the platforms used by universities to support their online learning was using Zoom. The aims of this research were to describe the student’s perception about the implementation of online learning by using Zoom in Public Speaking class and about the use of Zoom as a learning tool to learn speaking. This research used survey research and involved 56 students from 2rd semester as respondents. The results of this research indicated that for students' perceptions of the application of online learning using Zoom in public speaking classes, students agreed with some statements that online learning via Zoom was suitable for the current situation because it could smooth the learning process, thus students enjoyed the learning process and felt involved in the class. Meanwhile, related to students' perceptions of the use of Zoom as a learning tool for public speaking classes, students responded with positive results or agreed to all of the components given, more clearly explained in the results and discussion.]]>
<![CDATA[EFL PRE-SERVICE TEACHERS ON THEIR ONLINE STUDENTS TEACHING ]]>
<![CDATA[Puspa Rini, Devina Indah]]>
<![CDATA[ RETAIN Vol 9 No 03 (2021) ]]>
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<![CDATA[This study was conducted to describe how pre-service teachers prepared lesson plans, teaching methods, and assessments during online teachiong and explore the challenges of teaching English using an online system in senior high school. This study used descriptive-qualitative design and the number of EFL Pre-service teachers that was recruited as participants of the study were 5 student-teachers. Data were collected using an open-ended questionnaire and interviews through social media. The findings of this research revealed (1) Pre-service teachers developed lesson plans based on curriculum-syllabus, and internet or textbook sources. Assistance from mentor’ school was needed in making lesson plans for online teaching. However, they found it difficult to look for teaching materials, and teaching activities that are suitable for online teaching. (2) Pre-service teachers used synchronous methods using meeting platforms such as Microsoft Teams, Google Meeting, Google Classroom, and Zoom, and those platforms are applicable to use in online teaching. The main problem was technical problem such as loss of connectivity, and students’ difficulties. (3) Pre-service teachers assess their students online at every end of the meeting by asking some questions or giving assignments and submitting them online. In pre-service teacher’s difficulties, they cannot guarantee if their students did not cheat or plagiarism and students willingness to do their assignment.]]>
<![CDATA[The Implementation of Hot Seat Game to Teach English Vocabulary to Seventh Graders of Junior High School ]]>
<![CDATA[Huda, Radewa Fibima]]>
<![CDATA[ RETAIN Vol 9 No 03 (2021) ]]>
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<![CDATA[The objective in this study was to discover the learners capacity in dominating vocabularies subsequent to instructing by utilizing hot seat technique and to depict the execution of hot seat ready to build the learners capacity toward English vocabulariesThe subject of the research is learner' at seventh graders of SMP NEGERI 1 KOTA MOJOKERTO in scholarly year 2018/2019. This member of the class comprise of 33 participants. This examination was directed by utilizing Classroom Action Research. The method of examining the information applied in this exploration was subjective and quantitative. The subjective information were taken from perception sheet. Meeting, and documentation. The quantitative information were taken from the pre-test and post- test. The data were taken from the result of the tests, which were completed in a cycle. In the cycle, four gatherings were directed. The understudies were given a test in types of pre-test and post-testThe result of the information show that the normal marks of the test is underneath the KKM (Passing Grade) with a level of not effective (81.8%) and effective with a rate (18.2%) In conclusion, the researcher found that the implementation of the hot seat game to teach understudies was not effective because the understudies was very large and also the time given by the tutor or teacher was quite restricted.]]>
<![CDATA[STUDENTS’ PERCEPTION OF EXTENSIVE READING PROGRAM IN ENGLISH DEPARTMENT OF UNESA ]]>
<![CDATA[Poetra, Arnanto Anggara]]>
<![CDATA[ RETAIN Vol 9 No 2 (2021) ]]>
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<![CDATA[These days, Extensive reading (henceforth ER) has become an alternative technique for teaching reading. ER requires learners to always read anywhere anytime since the purpose of ER is to enhance students’ reading skill. This case study, intended to look into students’ perception of the ER approach, used qualitative research design with four respondents from two different classes at English Language Education Study in State University of Surabaya. The data were gathered from the interview as the main source, observational notes and documents analysis as the confirmatory data to support the triangulation. Here, it is shown that ER increased students’ interests in reading, and built their awareness in reading either in or beyond class so that it became habitual for them to read more and upgrade their reading level, and as such, their perception of ER fits the characteristics of ER. In addition, it is recommended that the efficiency of ER should be bettered, and further studies are necessitated to analyze how lecturers can modify the class to make an output product from ER that can be used throughout generations, such as storybooks, dialog books etc.]]>
<![CDATA[Quill for Teaching Writing of Recount Text in Senior High School ]]>
<![CDATA[Mahendra, Sillvy Dwy Putri Diana]]>
<![CDATA[ RETAIN Vol 9 No 03 (2021) ]]>
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<![CDATA[The aims of this research were to find out whether the use of Quill application for teaching writing can improve the students' writing skills or not. Moreover, this study intends to describe the students’ responses toward the implementation of Quill application to teach writing for tenth-grade students of SMAN 1 Dawarblandong. The researcher used pre-experimental research. The participants were tenth-grade students in SMAN 1 Dawarblandong. The other data were collected from observation, tests, and interviews. The result indicated that teaching writing using the Quill application improved the students' writing skills. In addition, the result of the interview showed the students’ response of the implementation of Quill application in teaching and learning writing recount text. The advantages and disadvantages of implementing the Quill application were found based on the observation and interview.]]>
<![CDATA[Speaking Anxiety of English Department Students ]]>
<![CDATA[Syarifuddyn, Tegar Aji]]>
<![CDATA[ RETAIN Vol 9 No 03 (2021) ]]>
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<![CDATA[The experts introduced the theory of anxiety which is considered to hinder students' ability to learn speaking English. On the other hand, speaking is an important aspect in mastering English. In this case, the study was conducted to measure the level of anxiety in students and the correlation between anxiety and perceived speaking ability. The research was conducted on second year English students at the State University of Surabaya. In this study, thirty students (7 boys & 23 girls) filled out the first questionnaire about class activities that focus on speaking. The Foreign Language Classroom Anxiety Scale (FLCAS) was used in this questionnaire. The average value is used to measure the anxiety’s level. The second questionnaire is intended for students to fill in their respective speaking skills according to how they feel. Pearson Correlation is used to determine the correlation between the two. The result show the students' level of anxiety is in a moderately relaxed position, but the relationship between anxiety and perceived speaking ability have a negative correlation. This is contrary to the results of previous studies which stated that speak in front of the others in the class activity is a main source of anxiety.]]>
<![CDATA[MORAL VALUES OF THE MAIN CHARACTER IN MALAY FOLKLORE "THE HISTORY OF BATU BARA" ]]>
<![CDATA[Mafazah, Lailatul]]>
<![CDATA[ RETAIN Vol 9 No 2 (2021) ]]>
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<![CDATA[As a form of expression or stories lived and developed by traditional people, folklore has an important role in the education field. The moral values of the main character obtained in folklore can be a good lesson and good model character for the reader. This study aimed to identify and describe the moral values of the main character delivered in the Malay folklore entitled "The History of Batu Bara". This method of research is the descriptive qualitative method. The source of data used of the research is a story taken from book entitled “Antologi Cerita Rakyat Batu Bara” written by Yolveri et al., and published by Balai Bahasa Provinsi Sumatera Utara Badan Pengembangan dan Pembinaan Bahasa Kementerian Pendidikan dan Kebudayaan. The findings of this research found that the twelve moral values of the main character can be used as a good moral lesson. These moral values namely: (1) respect for humans, (2) Respect for women, (3) dedicated, (4) fair, (5) loyal, (6) friendly, (7) polite, (8) trustworthy, (9) democratic, (10) respect for sexuality and family life, (11) nationalist, (12) respect for culture and tradition.]]>
<![CDATA[IMPROVING STUDENTS’ NARRATIVE WRITING ABILITY BY IMPLEMENTING DIGITAL PICTURE SERIES IN ONLINE EFL CLASS ]]>
<![CDATA[Girsang, Evani Risa]]>
<![CDATA[ RETAIN Vol 9 No 03 (2021) ]]>
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<![CDATA[Writing skill is considered as one of the most difficult skill to be learnt as it is an active productive skill. Students have to learn how to find out ideas and pour it into a certain type of writing product. In narrative writing, students have some difficulties to find idea and to organize the narrative text. Many studies have been conducted to figure out the ways in helping students improve their narrative writing ability. Picture series is one of many proven ways to help students improve their narrative writing. This study emphasized the use of digital narrative writing because during this research was being conducted, classes are conducted online due to Covid19 pandemic. Researcher used a web-side based application called StoryBoardThat.com as the media of digital picture series. This study is to prove that the implementation of digital picture series can improve students’ narrative writing ability and also to see students’ response of it. This research is done to 15 students of X MIPA 1 grader in Sekolah Citra Berkat, Surabaya. Researcher used two instruments to find out the data of this study. To find out whether digital picture series can improve students’ narrative writing, writer used pre-experimental research which took students’ pre-test and post-test result and processed using Paired Sample T-test to see the improvement of the narrative writing. Then to determine students’ response towards the implementation of digital picture series, researcher used questionnaire in a form of five-points Likert Scale consist of 21 statements which grouped into 7 topics, which each of the topic consisted of 3 statements. The result of this study showed a significant improvement of students’ narrative writing (2-Tailed) < 0.05 (Ha). From the questionnaire it can be seen that 80% students agreed that digital picture series implementation is more fun. Based on the result, it can be concluded that digital picture series implementation can improve students’ ability in narrative writing. Keywords: digital picture series, narrative writing]]>
