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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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INDONESIA
RETAIN (RESEARCH ON ENGLISH LANGUAGE TEACHING IN INDONESIA)
Published by Universitas Negeri Surabaya
ISSN : 23562617     EISSN : 30322839     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 947 Documents
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AN OVERVIEW OF SELF-REGULATED LEARNING STRATEGY IN CRITICAL READING FOR UNIVERSITY STUDENTS
RETAIN Vol 8 No 2 (2020)
Publisher : RETAIN

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Abstract

University students are the learners in the higher level of education. It makes them be independent learners and have more responsibility to be successful learners which regulated by themselves. Since, they are independent learners, they have an authority to set their own goals, deciding suitable strategies to be used, controlling the strategies they are used, evaluating whether the strategies are effective or not, dealing with their emotion, environment, and motivation. The regulation of those strategies can be called as self-regulated learning strategy. However, the strategies used in SRL are different from one student to another. That is why the term of the successful learners and less successful learners occur. To be a successful learner, university students have to comprehend the reading skill in order to gain much information. University students not only have to comprehend their reading ability but also reading critically because they have more responsibilities processing the information for academic purposes and the information most of from the texts. Thus, this paper provides that self-regulated learning strategy promotes students’ critical reading in order to be successful learners. Key Words: self-regulated learning (SRL), university students, critical reading
The Listening Strategies of the Senior High School Students: An Overview
RETAIN Vol 8 No 2 (2020)
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Abstract

Listening is counted as one of the crucial skills in language learning since listening involved with the language input and used to cooperate with other language skills. Many learners considered listening as the most challenging skill to be mastered. However, listening skills get the least attention from the teacher and the material’s instructional. Learners are rarely equipped with a strategy that can ease them to understand the listening input. Therefore, teachers need to support the students in finding a suitable strategy to help them to be better listeners. This article will deliver kinds of learners’ difficulties in their listening process and the use of listening strategy among senior high school students that assist them in overcoming their listening problems for becoming successful language learners. Some pedagogical implications also presented at the end of the article.
Oral Corrective Feedback on Student's Writing in Secondary EFL Classroom
RETAIN Vol 8 No 1 (2020)
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Abstract

Corrective feedback which purposes to assist teacher and student towards the error both in English language learning as second and foreign language is widely gave in language teaching and learning. The current study focused on describing corrective feedback on spoken form on student’s writing in secondary EFL classroom. The researcher also described the kinds of oral corrective feedback that given by the teacher and student’s responses towards corrective feedback orally. Basic interpretative study research design is used and the subject of the study were 36 EFL student in one of secondary Indonesian classroom. The researcher used two instruments which were field notes and video recording as the supplementary instrument to answer the first two research questions followed by two other instruments to answer the last research question, they were questionnaire and interview. The result showed that the teacher gave oral corrective feedback to correct student’s error on writing using two kinds, namely clarification request and metalinguistic feedback. In addition, the students were also interested in receiving feedback orally to assist them in improving the errors. Keywords: oral corrective feedback, student’s writing, secondary EFL classroom.
EFL Young Learners’ Vocabulary Learning Strategies : An Overview
RETAIN Vol 8 No 2 (2020)
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Abstract

Young learners have the ability to learn something quickly and memorize it in the long-term. It is a good chance for the children to learn about foreign languages, especially vocabulary as the key to communicate in English. However, it may be challenging for the teacher to make children quiet and give their full attention while learning in the classroom. So, the teacher needs to understand the children’s learning habits and the vocabulary strategies to make the teaching and learning activity more conducive. This article is an overview of some previous studies related to the EFL young learners’ learning strategies, especially in learning vocabulary. It is hoped that this article will help in providing knowledge for teachers for EFL young learners in conducting their English class and stimulating students’ vocabulary knowledge.
Flipped Classroom Approach in Increasing EFL Learners’ Higher-order Thinking Skills: An Overview
RETAIN Vol 8 No 3 (2020)
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Abstract

Abstract New curriculum in Indonesia which is 2013 curriculum has differences with the previous curriculum or KTSP. It has transformed the style of teaching and learning activities from teaching centered learning to student centered learning. It also has different goals which are asking students to get deeper understanding of the key concept, or developing students’ lower-order thinking skills (LOTS), as well as getting competent demonstration of the twenty-first century skills, or developing students’ higher-order thinking skill (HOTS). To achieve the goals set by the 2013 curriculum and to consider changing models of teaching and learning activities, Flipped classroom approach can be an alternative choice for teachers to use when teaching English classes. Flipped classroom approach is a pedagogical approach which aimed to require the students to master the materials by themselves before discussing those with their teacher in a classroom. This paper will mainly focus on increasing students’ HOTS using the flipped classroom approach in English teaching. Keywords: Flipped classroom approach, higher-order thinking skills, HOTS, student centered approach, EFL learner, EFL. 
An Overview of Probing Question Strategy in Promoting Students’ Reading Comprehension
RETAIN Vol 8 No 2 (2020)
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Abstract

Abstract Teacher talk is considered as domination in the classroom. The role of teacher talk is a major part in managing the class so that the teaching learning process is going well. Questioning strategy in learning is a type of teacher talk that plays an important role in promoting the students’ achievements in English as Foreign Language (EFL) Classroom. The question is a stimulus that encourages students to conceive and construe a topic so that they can master the concepts, materials easily in order to support students’ reading comprehension by developing students’ high-level thinking process. In another point of view, question is a teacher’s pedagogic to construct knowledge together through stimulating students to communicate and be actively involved to ensure their comprehension. One types of questioning strategy that increasingly pointed out a great value on students’ reading comprehension is probing question. It is defined as digging question to get further answer from students who intend to develop the quality of answer, so that the answer can be clearer, more accurate and reasoned. Therefore, this paper will discussed the use of probing question and its possibilities in promoting reading comprehension. Keywords: Questioning strategy, probing question, reading comprehension
TRANSLATION STRATEGIES: TRANSLATING LOCAL SHORT STORIES FROM INDONESIAN INTO ENGLISH
RETAIN Vol 8 No 2 (2020)
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Abstract

In translating a language, a translator needs to implement translation strategies in order to find or create exact language equivalences from SL (Source Language) into TL (Target Language) especially for EFL learner in university that taking translation as the learning subject. Some previous studies have mentioned translation strategies that have been implemented in translation such as book titles, brand names and English children literature’s names of characters. Some previous studies only focus on finding translation strategies in translating some terms. However in this research, the researcher focused on analyzing translation strategies in translating local short stories. The data were collected through document analysis. The aims of this research were to find translation strategies EFL students used in translating local short stories and the way EFL students translated local short stories by using some kinds of translation strategies. The results of this research found that translation strategies that EFL students have implemented are literal translation, word to word translation, free translation and semantic translation. However, the researcher also found that EFL students have misinterpretation toward semantic translation and tends to categorize semantic translation to other translation strategies. Keywords: translation, local short stories, translation strategies, source language (SL), target language (TL)
The Implementation of Peer Assessment in Teaching Writing of Application Letter to Vocational High School Students
RETAIN Vol 8 No 2 (2020)
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Abstract

This study was focused on the teacher perspective that teach application letter using stages of peer assessment. There are four stages that could be explained in this research, the first is teacher’s criteria, peer assessment classroom design, teacher’s classroom management, and also teacher’s evaluation of text which is students’ product. The teacher should be followed all of the stages for the best result of teaching. This research was conducted in order to find out whether the teacher follows all of the steps in sequence of peer assessment or he does not. This study is design in qualitative research because there is an observation and field note. This research was conducted the subject of this study that is a vocational high school who has the standard curriculum about application letter. The observation was written in observation checklist with note. Then, there a student’s product of application letter that checked and corrected by their peer. The result of this study showed that peer assessment stages has implemented by the teacher in his teaching. He used a worksheet to keep the teaching on track. But, this study found that some of students didn’t correct the error. Some of the students didn’t understand which one the error that should be corrected by them. Other that the student felt bad to making a correction of their friend.   Key words : peer assessment, application letter, teaching writing.
INDONESIAN EFL COMMUNITY-BASED ENGLISH CLUB AND ITS CONTRIBUTION ON AUTONOMOUS READING BEHAVIOR
RETAIN Vol 8 No 3 (2020)
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Abstrak Mendorong pemahaman membaca pada negara-negara dimana bahasa Inggris menjadi bahasa asing membutuhkan pendekatan yang berbeda dimana harus membuat pelajar dapat membaca secara mandiri. Maka dari itu, autonomi pada membaca sangat dibutuhkan untuk memungkinkan mereka belajar bahasa yang ingin mereka kuasai (bahasa Inggris) dengan nyaman dan mudah. Tujuan dari tulisan ini adalah untuk menjabarkan aktivitas-aktivitas yang ada di English Club di sekolah-sekolah Indonesia yang berdampak terhadap autonomi pada membaca lalu membahas kemungkinana aktivitas-aktivitas tersebut digunakan secara sering dan bagaimana aktivitas-aktivitas tersebut mempengaruhi cara pelajar membaca. Penggunaan riil dari aktivitas-aktivitas tersebut dan bagaimana pelajar dapat menggunakan nya sendiri juga diberikan. Ditemukan bahwa aktivitas-aktivitas yang ada di English Club ternyata didukung oleh banyak penelitian-penelitian pada masa lalu: dimana aspek-aspek tersebut memiliki hasil positif terhadap kemampuan membaca siswa. Kata Kunci: membaca, autonomi dalam belajar, autonomi dalam membaca, English club. Abstract Promoting reading comprehension in an EFL country requires a different approach that should enable learners in reading independently. Thus, autonomy in reading comprehension is needed to allow them learning target language (in this case, English) comfortably and efficiently. The purpose of this paper is to breakdown numerous activities of Indonesian English club and its activities that might have an effect to autonomy in reading comprehension, discussing its feasibility being used often, and how it affects learners’ way of reading. Practical use of its activities and how it can be utilized by the learners themselves are also offered. It is found that the activities in English club are backed up by numerous researches in the past; which indicated their positive impacts on reading skills. Keywords: reading comprehension, learning autonomy, autonomy in reading, English club.
THE IMPLEMENTATION OF PEER FEEDBACK USING INSTAGRAM IN LEARNING WRITING RECOUNT TEXT FOR EFL STUDENTS AT SENIOR HIGH SCHOOL LEVEL
RETAIN Vol 8 No 3 (2020)
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Abstrak Menulis adalah salah satu dari 4 keterampilan bahasa dalam mempelajari Bahasa Inggris. Dengan demikian, siswa diminta untuk menguasainya. Masalah yang ada dalam proses belajar mengajar menulis adalah guru hanya memberikan skor ketika meminta siswa untuk menulis paragraf atau teks. Inilah yang membuat murid tetap bingung dengan materi dan tidak menyadara keselahannya. Hal ini, membuat kemampuan menulis siswa tidak mengalami peningkatan sama sekali. Masalah lainnya adalah siswa butuh teknik yang baru untuk membuat mereka tidak bosan pada kelas menulis. Salah satu teknik yang menarik adalah dengan mengimplementasikan peer feedback atau umpan balik menggunakan Instagram pada pembelajaran menulis teks Recount. Beberapa tujuan dari penelitian ini adalah untuk menemukan bagaimana implementasi dan persepsi siswa terhadap pengimplementasian umpan balik menggunakan Instagram dalam pembelajaran menulis teks Recount untuk siswa Bahasa Inggris sebagai bahasa asing yang dipelajari pada level SMA. Penelitian ini menggunakan metode kualitatif dengan 32 peserta kelas X MIPA 3 di SMA N 1 Kota Mojokerto yang diperoleh dari pengamatan, catatan peneliti, kuesioner dan wawancara semi struktur. Hasil dari penelitian ini menunjukkan bahwa implementasi umpan balik menggunakan Instagram dalam pembelajaran menulis teks Recount adalah sukses dan berjalan dengan baik untuk membantu siswa dalam meningkatkan kemampuan menulis mereka. Selanjutnya, siswa juga menunjukkan persepsi positif dalam memotivasi, meningkatkan berpikir kritis, dan membuat mereka percaya diri dalam menulis. Para siswa mendukung pengimplementasian umpan balik menggunakan Instagram pada pembelajaran menulis karena mereka tertarik dan senang selama pelajaran. Peneliti memberikan saran kepada guru dan peniliti selanjutnya untuk mengimplementasikan umpan balik menggunakan Instagram pada keterampilan bahasa yang lain atau jenis teks lainnya di pembelajaran bahasa Inggris Kata kunci: Pengimplementasian, Umpan Balik, Instagram, Menulis Teks Recount, Persepsi Siswa   Abstract Writing is one of four language skills in learning English that asked the students to be mastered. Since the problem in teaching and learning writing process is the teacher only give score when asking the students to write paragraph or text. It makes the students still confused with the material and do not realize their mistake. This case makes students’ writing performance does not improve at all. Other cases are the students need a new technique to make them not bored in writing class. One of the interesting techniques is implementing peer feedback using Instagram in learning writing recount text. This study aims to find out how to implement and students’ perception towards the implementation of peer feedback using Instagram in learning writing recount text for EFL students at Senior High School Level. This research used a qualitative method with 32 participants of X MIPA 3 at SMA N 1 Kota Mojokerto derived from sets of observation, field notes, questionnaires, and semi-structured interviews. The result of this study showed that the implementation of peer feedback using Instagram in learning writing Recount text was going well to help the students improve their writing ability. Furthermore, the positive perceptions also showed by the students in motivating, increasing critical thinking, and making them confident in writing. The students supported the implementation of peer feedback using Instagram in learning writing because they are interested and happy during the lesson. Then, the researcher suggests to the teacher and future researcher is to implementing peer feedback using Instagram in ELT to other skills or types of text. Keywords: Implementation, Peer Feedback, Instagram, Writing Recount Text, Students’ Perception

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