cover
Article Per Year (5 Year)
All
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
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
 78   79   80   81   82 
Using Storytelling Technique To Teach Speaking For Tenth Graders Of Senior High School
RETAIN Vol 8 No 1 (2020)
Publisher : RETAIN

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

English has a significant part to play in our lives. It is one of the essential means which people from different countries can communicate and express ideas. English is being given and taught to students today, from elementary to university. Essentially, individuals need correspondence with others. To do this, they need language to communicate their inclination, thoughts, and wants to other people. Learning English means learning four major skills: listening, speaking, reading, and writing. Besides four language skills, it also learns three important components such as pronunciation, vocabulary, and grammar. This research aimed to describe (1) how the implementation of storytelling technique in students speaking skills and (2) how student’s response toward the implementation of storytelling technique. The research take place in SMAN 1 Bangsal. The observation was done in the classroom. The data was taken from both verbal and non-verbal activities and then it was in the form of fieldnotes. The result of this research can be concluded that using storytelling technique is effective than memorization since it provides learning vocabulary and grammatical in context rather than memorizing words in isolation. Keywords: storytelling, speaking
THE IMPLEMENTATION OF COLLABORATIVE WRITING TECHNIQUE IN TEACHING WRITING
RETAIN Vol 8 No 2 (2020)
Publisher : RETAIN

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The purpose of this study is to describe the implementation of collaborative writing technique in writing text, especially in recount text. Writing is one the English skills that should be mastered by high school students. However, students thought that writing is not easy to do. They have some difficulties while doing writing. They do not know what they have to write while writing, and also they are confused in expressing their ideas into written form. Therefore, the researcher wants to describe the implementation of collaborative writing in teaching writing by the teacher. According to Fernández Dobao & Blum (2013), collaborative writing is a technique which students work together, share authorship, and share responsibility for all writing processes to produce final product. Students are expected to be helped in developing and gathering the ideas while writing a text by using collaborative writing technique. Moreover, this study uses qualitative approach. The subjects of this study are students of tenth graders in senior high school. The result of this study indicates that collaborative writing technique helps students to develop and gather ideas in writing a text. Collaborative writing technique also is an appropriate technique that can be used in teaching writing for high school students.
STUDENTS’ ATTITUDE AND PERCEPTION TOWARD INDEPENDENT LISTENING USING LISTENING LOG
RETAIN Vol 8 No 3 (2020)
Publisher : RETAIN

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Many ways could be done to improve listening skills in learning English. Not only through formal classes activity, but also through out-of-class independent learning. Conducting a listening log is considered as an independent learning activity that can improve students’ listening skills. Therefore, this research aimed to find out how the students are conducting independent listening using listening logs and to describe students’ perceptions towards the activity. The subject of this study were twenty-three students in the Academic Listening C class in UNESA, which divided into three levels of students who are high, middle, and low achievers. To collect the data, the researcher used a semi-structured interview. The data were analyzed qualitatively by applying three stages; familiarizing & organizing, coding & reducing, and interpreting & representing. The results of the study showed that there is no significant difference between high, middle, and low achievers. Most of the participants showed almost the same response. Based on participants’ answers, conducting listening logs is fun and diverting as an independent listening activity. By keeping listening logs, the students also gain many benefits such as becoming aware of their learning, acquiring new knowledge, learning new vocabularies, and improving their listening skills. However, some students considered keeping listening logs is boring as their independent listening activity. Keywords: listening, independent listening, listening log
EVALUATION OF INDONESIAN TEXTBOOK USING ENGLISH LANGUAGE TEACHING CHECKLIST FOR THE TEN GRADERS SENIOR HIGH SCHOOL
RETAIN Vol 8 No 2 (2020)
Publisher : RETAIN

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

A textbook is an essential part of English language teaching. In assuring the quality, the objectives of this present study are to find the quality and provide a qualitative evaluation of the general elements and teaching-learning content of the textbook entitled “Bahasa Inggris SMA/MA/SMK/MAK Kelas X 2017 revision.” This study focuses on the layout and the congruency aspect of the textbook with the curriculum and used reliable instruments of an English language teaching evaluation checklist and Indonesian national standard in analyzing the data. The present study uses a textbook analysis descriptive qualitative method in analyzing the data. The researcher gathered the data by gathering the textbook and the instruments, familiarize the data, coding, and select snapshots of the textbook. In-depth qualitative document analysis was conducted to gather the description of the material evaluation. The findings of this study reveal that the quality of the textbook has high usefulness with a score of (M= 2. 9). Additionally, the researcher also describes the qualitative implication of the evaluation checklist. The finding of the study is expected to be useful for the teacher and instructional designer in making a future decision of the textbook.
THE CORRELATION BETWEEN TEST TAKING STRATEGIES AND READING COMPREHENSION SCORE IN READING TEST
RETAIN Vol 8 No 3 (2020)
Publisher : RETAIN

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Abstract In order to succeed in reading comprehension test, the learners should choose the most appropriate strategy dealing with reading test. Moreover, by using the suitable strategy while completing reading test, it is believed that it will help the learners to accomplish the test easily. The purpose of this quantitative study was to find out the correlation between test taking strategies and reading comprehension scores in reading test. Another aim of this study was examining the kind of test taking strategies utilized by EFL learners in accomplishing reading test. The data of this study were gained through online questionnaire toward 90 participants of junior and senior university students in one of University in Surabaya. The result showed that the EFL learners mostly utilized metacognitive strategies (mean score 3.68) than cognitive strategies (mean score 3.59) while completing reading comprehension test. The result also revealed that test taking strategies and reading comprehension scores was positively correlated. The significance level of correlation was r = 0.251, and it was categorized as low correlation. Keywords: test taking strategies, reading comprehension test, reading comprehension score.
Using Metacognitive Strategy of Across Gender and English Proficiency in Junior High School
RETAIN Vol 8 No 4 (2020)
Publisher : RETAIN

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This article contains study about strategies that students use when they read English text. The purpose of this study is (1) to know the differences student’s metacognitive reading strategy in low, middle, and high level of English proficiency (2) to know the differences metacognitive awareness of Male and Female in reading comprehension. The subject of this study is second grade junior high school student. The sample is 25 Male students and 25 Female students in different class and teacher. This study presents ex post facto study to compare level of English proficiency and across gender with Metacognitive Awareness. The data collected by using Formative score in class and Metacognitive Awareness of Reading Strategy Inventory (MARSI) test. The researcher also interviews the students to complete the data. This study use one way ANOVA analysis to analyze different English Proficiency and Independent sample t-test analysis to compare data of across gender in metacognitive awareness of reading strategy.  
EFL STUDENTS' SELF-EFFICACY AND ONLINE PRESENTATION PERFORMANCE: CORRELATIONAL STUDY
RETAIN Vol 8 No 2 (2020)
Publisher : RETAIN

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The relationship between self-efficacy and online presentation performance is one of the less researched topics; that is why this study was conducted to investigate the relationship between presentation selfefficacy and online presentation performance of the EFL students in higher education. The current study uses two instruments which are self-efficacy questionnaire to obtain presentation self-efficacy level of the students and also the document which consists of students’ online performance scores. The presentation self-efficacy level of the students was gained before the students doing an online presentation, while the students’ presentation score was assessed by the lecture using their own assessment rubric. Those data from 20 EFL students of Academic Speaking Class A in Universitas Negeri Suarabaya were analyzed in order to find out whether those two variables were affected by each other. The result of this study showed that both variables indicate no correlation toward each other because of some reason. First, the main reason is because of the change in the learning circumstance during the COVID-19 outbreak. The unexpected changes in the situation which forced the students to do an online presentation instead of face-to-face presentation was affected self-efficacy level. The second reason is the students’ previous experience in performing an online presentation. Those who experienced in the necessary situation will be more confident to do the second performance, compared with those who have not experienced yet.  Keywords: Self-efficacy, online presentation performance, foreign language students
WRITTEN AND ORAL FEEDBACK IN WRITING CLASS
RETAIN Vol 8 No 2 (2020)
Publisher : RETAIN

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

As one of the skills in English, writing plays an essential role for students, especially in the academic setting. In line with, sometimes students find writing skill challenging to learn, and it may not be easy for teachers to improve their writing ability. Consequently, teacher feedback is needed to enhance students' ability in writing. In order to consider the feedback quality implemented, we need to know from the learners' perspective. Therefore, this conceptual article aims to investigate the distinctive of both oral and written teacher's feedback in writing based on students' perceptions and see which teacher's feedback type is best in improving students' writing ability. The results show that, regardless of the feedback form, students' improvement in writing could have no relation between feedback choice and the quality of revisions. As such, it may be necessary to make practical and even workable discussions and concerns between students and teachers, that oral and written input can be combined to improve student writing better. By way of making the students and teacher feel realistic and even feasibly in the discussion, it is better to implement written feedback that followed by oral feedback. Keywords: Written feedback, Oral feedback, Writing Class
Self-Efficacy In Relation To Students’ Reading Comprehension
RETAIN Vol 8 No 4 (2020)
Publisher : RETAIN

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Abstract In this globalization era, students must have the ability to read because reading is the key to student success in learning. Reading has become the language skills to be acquired by the students to support their learning. Reading is quite hard to do for some students because it needs concentration and a supporting environment. Nowadays, students are only read to find specific information and ignore the other information. Many different factors are influencing students in reading, such as students’ self-efficacy, the belief that people can do some tasks at different levels of knowledge and skills. It takes main roles in the academic achievement and reading comprehension of the students. Therefore, this article examines the relationship of self-efficacy and students’ reading comprehension. Keywords: reading comprehension, self-efficacy, reading self-efficacy
Supplementary Reading Materials in Teaching Reading Comprehension of Narrative Text
RETAIN Vol 8 No 4 (2020)
Publisher : RETAIN

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Abstrak Pemahaman membaca merupakan salah satu kemampuan siswa dalam membaca yang memiliki pengaruh dalam mendukung tujuan membaca. Dalam kegiatan membaca, tuntutan siswa tidak hanya agar dapat membaca teks yang ada, tetapi mereka juga harus menguasai seluruh isi teks yang mereka baca. Salah satu dari beragam jenis teks yang harus mereka pahami adalah teks naratif. Teks ini dapat berupa kisah nyata dan imajinasi yang tentunya menarik untuk dibaca. Namun, siswa sering bosan dengan kurang beragamnya cerita yang ada. Terkadang, mereka juga hanya disuguhkan serangkaian cerita tanpa ilustrasi atau gambar yang akan membuat siswa antusias dalam membaca teks. Untuk mengatasi kebosanan dan kurangnya antusiasme siswa dalam membaca dan memahami teks naratif, mengembangkan dan menambahkan materi teks naratif adalah suatu hal yang bisa dilakukan. Materi tambahan adalah kegiatan menambahkan materi dalam membaca untuk meningkatkan minat siswa dalam membaca yang diharapkan dapat mempengaruhi pemahaman siswa dalam memahami teks naratif. Pengembangan materi ini dapat dilakukan dengan menambahkan berbagai jenis cerita seperti dongeng, legenda dan mitos, misteri, dongeng, romansa, pengalaman pribadi, dan jenis teks naratif lainnya yang lebih menarik dengan cerita yang lebih beragam. Oleh karena itu, artikel ini akan membahas pengembangan bahan bacaan dalam pembelajaran narrative text dan perannya dalam pemahaman membaca siswa. Kata Kunci: Pengembangan materi, materi tambahan, pemahaman membaca. Abstract Reading comprehension is one of the students’ abilities in reading that gives influence in supporting the purpose of reading. In the reading activity, the students are not only required to be capable of reading the available passage, but they must also master the contents of the text they are reading. One of the many kinds of texts that they must understand is narrative text. This text is in the form of a true story and imagination which is certainly interesting to read. However, students are often bored with less diversity of stories. Sometimes, they are also only presented with a series of stories without illustrations or pictures that will make students enthusiastic to read the text. To overcome boredom and students' lack of enthusiasm in reading and understanding narrative text, developing and adding the material of narrative text is something that can be done. Supplementary material is the addition of material in reading to increase students' interest in reading which is expected to influence the students’ understanding in comprehending narrative texts. The development of this material can be done by adding various types of stories such as fairy tales, legends and myths, mysteries, fables, romance, personal experiences, and other types of narrative texts that are more interesting with more diverse stories. Therefore, this article discusses the development of supplementary reading material in teaching of narrative text and also its role in the students' reading comprehension. Keywords: Development material, supplementary material, reading comprehension. 

Page 80 of 95 | Total Record : 947

 78   79   80   81   82 

Filter by Year

2013 2026


Reset
Filter By Issues
All Issue Vol. 14 No. 01 (2026) Vol. 13 No. 03 (2025) Vol. 13 No. 02 (2025) Vol. 13 No. 01 (2025) Vol. 12 No. 03 (2024) Vol. 12 No. 02 (2024) Vol. 12 No. 01 (2024) Vol. 11 No. 03 (2023) Vol 11 No 02 (2023) Vol. 11 No. 01 (2023) Vol 11 No 01 (2023) Vol 10 No 02 (2022) Vol. 10 No. 02 (2022) Vol. 10 No. 01 (2022) Vol 10 No 01 (2022) Vol 9 No 03 (2021) Vol 9 No 2 (2021) Vol 9 No 1 (2021) Vol 8 No 4 (2020) Vol 8 No 3 (2020) Vol 8 No 2 (2020) Vol 8 No 1 (2020) Vol 7 No 4 (2019) Vol 7 No 3 (2019) Vol 7 No 2 (2019) Vol 7 No 1 (2019) Vol 6 No 3 (2018) Vol 6 No 2 (2018) Vol 5 No 3 (2017): Volume 5 nomor 3 (2017) Vol 5 No 2 (2017): Volume 5 nomor 2 (2017) Vol 6 No 1 (2018) Vol 5 No 1 (2017): Volume 5 nomor 1 (2017) Vol 4 No 3 (2016): Vol 4 Nomer 3 (2016) Vol 4 No 2 (2016): Vol 4 Nomer 2 (2016 Vol 4 No 1 (2016) Vol 1 No 1 (2016): jan-april Vol 3 No 2 (2015): Volume 3, nomor 2, Mei-Agustus 2015 Vol 3 No 1 (2015): Volume 3, Nomor 1, Januari-April 2015 Vol 3 No 3 (2015) Vol 2 No 3 (2014): volume 2, Nomor 3, September-Desember 2014 Vol 2 No 2 (2014): Volume 2 No 2 2014 Vol 2 No 3 (2014): Volume 2 edisi Yudisium Agustus 2014 Vol 2 No 1 (2014): Volume 2, Nomor1, Januari - April 2014 Vol 1 No 3 (2013): Volume 1, nomor 3, September-Desember 2013 Vol 1 No 2 (2013): Volume 1, Nomor 2, Mei-Agustus 2013 Vol 1 No 1 (2013) More Issue