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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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Retain: Journal of Research in English Language Teaching
Published by Universitas Negeri Surabaya
ISSN : 23562617     EISSN : 30322839     DOI : https://doi.org/10.26740/rt.v13i02
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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Flipped Classroom in Teaching Speaking
RETAIN Vol 8 No 4 (2020)
Publisher : RETAIN

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Abstract

Abstrak Tujuan dari penulis pada artikel ini adalah untuk memberikan informasi kepada pembaca apa saja yang dibutuhkan dalam penerapan flipped classroom sebagai pembelajaran aktif pada proses belajar mengajar. Penulis menggunakan flipped classroom karena flipped classroom adalah pembelajaran yang menggunakan teknologi, media atau aplikasi. Dengan menggunakan flipped classroom, proses belajar mengajar menjadi lebih mudah dan siswa dapat mengakses materi yang mereka pelajari diakses dimanapun dan kapanpun menggunakan teknologi, media, atau aplikasi. selain itu, pembelajaran dapat dilakukan bertatap muka dan pembelajaran online. Dalam artikel ini, penulis mencoba memberikan beberapa informasi tentang apa yang dibutuhkan guru dalam pengemplimentasian flipped classroom dalam proses belajar mengajar. Penulis juga menuliskan beberapa aktifitas, teknologi, media atau aplikasi yang dapat digunakan dalam flipped classroom. penulis juga memberikan beberapa keuntungan dan tantangan dalam menggunakan flipped classroom untuk guru dan murid dalam proses belajar mengajar. Kata Kunci: Flipped Classroom, Teknologi dalam Pembelajaran, Mengajar Berbicara Abstract The author's purpose in this article is to provide the reader with information what is needed in the implementation of flipped classroom as active learning in teaching and learning. The writer uses flipped classroom because flipped classroom is learning that uses technology, media or applications. By using flipped classroom, the teaching and learning process becomes easier and students can access the material they are learning wherever and whenever they use technology, media, or applications. In addition, learning can be done face to face and online learning. In this article, the author tries to provide some information about what the teacher needs in experimenting with flipped classrooms in the teaching and learning process. The author also writes several activities, technologies, media or applications that can be used in a flipped classroom. The author also provides several advantages and challenges in using flipped classroom for teachers and students in the teaching and learning process. Keywords: Flipped Classroom, Technology in learning, Teaching Speaking 
THE EFFECTIVENESS OF USING KAHOOT! AS A MEDIA TO IMPROVE STUDENTS' READING COMPREHENSION IN NARRATIVE TEXT
RETAIN Vol 8 No 3 (2020)
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Abstract

The researcher's intention in doing this research was to know if there is a substantial difference in the comprehension of students reading in a narrative text after treatment with Kahoot! as a platform for 10th graders at one of the Senior High Schools in Lamongan. The method used was quasi-experimental pretest-posttest research design. There were two classes of this research, and they are X Social 1 as experimental class which has 20 students and X Social 2 as control class which also has 20 students. The teaching process done in control class was using textbook as a media, while in experimental class was using Kahoot!. The research instrument used was a reading comprehension test. The researcher utilized Paired Sample T-test in SPSS 26 to analyze the results. It shows that the significant value was .000, which was less than the significant level 0.05. Therefore, this indicated that there was difference between the pre-test and post-test score of students. Then, to show the specific significant value of experimental treatment, the researcher calculate the effect size which value was 0.9 which means the treatments given successfully gave moderate effect to the experimental class. It can be concluded that the use of Kahoot ! as a media for tenth graders of one of Senior High Schools in Lamongan influences their score in reading comprehension in narrative text. Keywords: Kahoot!, Media, Reading Comprehension, Narrative Text.
THE USE OF QUESTIONING STRATEGY IN EFL CLASSROOM
RETAIN Vol 8 No 3 (2020)
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Abstract

The goals of learning English as foreign language are to make the student able to understand English and use it communicatively. It can be achieved if the use of English is habituated in the classroom. One of activity in interactive classroom to make students able to use English communicatively is by implementing questioning strategy. This study focus on the implementation of questioning strategy in EFL classroom and the types of questioning strategy based Blosser’s schema. This study was qualitative research which used case study design. The subjects were one of English teacher and 34 tenth grader’s students in one of senior high school in Ponorogo. The instrument used by the researcher were field note, video recorder, interview guidelines, and audio recorder. From the result of observation and interview, the teacher implemented questioning strategy in whole of lesson. In implementing the strategy, the teacher had purposes, including increasing the students’ critical thinking, ability, and  activeness; adjusting the material based on the students’ need; motivating the students to be active participate; provoking the students to recall the previous material and to discuss the material together; judging the students’ ability; and helping the teacher to assess the effectivenenss of the material. Another result showed that in implementing the strategy, the teacher used five guidelines, including ask the question, pause, call the learner’s by name or let the students answer by their inisiative, listen the answer, and emphasize the correct answer. The teacher mostly used three types of questioning strategy, including probing question, factual question, and divergent question. In each questioning strategy, the teacher used five types of question, which included clarifying, prompting, redirectering, simple bit of information, and divergent.
Teachers' Perception towards Learner Autonomy in Secondary School
RETAIN Vol 8 No 3 (2020)
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Abstract

The purpose of this study was to gain the teachers’ idea about learner autonomy and significant different of the perception between teacher in urban and rural areas. This study was designed as ex post facto involving 50 secondary English teachers from East Java. In this project the researcher used questionnaire as the instrument which is adapted from Brog and Al-Busaidi (2012). The result of this study showed that the teachers’ perspectives can be divided by 4 categories; technical perspectives, psychological perspectives, political perspectives, and socio-cultural perspectives. Then, from the result of the questionnaire showed that teachers more concern about their political perspectives of learner autonomy. It is determined by the rank of the mean of each category. Political perspectives placed on the first rank with 3.94 as the mean. The researcher find out there are no significant different of the perception of the teachers from urban and rural area for each categories. Keywords: teachers, perception, learner autonomy
THE IMPLEMENTATION OF EXTENSIVE READING PROGRAM USING XREADING: STUDENTS’ PERCEPTIONS
RETAIN Vol 8 No 3 (2020)
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Abstract

Extensive reading (ER) has been proven to have positive effects in improving students’ skills at learning English. It is believed as the strategy that can encourage students to develop their English skills such as vocabulary size, reading comprehension and fluency, as well as their grammar. As the foreign language department, English department of Universitas Negeri Surabaya always conducted the activity for the students intended to encourage them to develop their language skills. Extensive reading has been one of the activities that have been carried out to support the students in developing their English skills. By the odd semester of 2019, extensive reading program at English department had shifted from paper-based extensive reading to online-based extensive reading program using XReading platform. It is a qualitative study since it aims to investigate how the students conduct the online-based extensive reading as well as examine their perceptions of the platform as well as its effectiveness in helping the students to improve their English skills. 68 students of English Education students were participated in the study. The data was taken using questionnaire and interview. The questionnaire was distributed to the students followed by the interview aimed at the students who did not give clear explanation in the questionnaire. The result of the study showed that the implementation of extensive reading program were mostly done at home with utilizing some features offered by the platform and positive responses about the XReading platform also given by the students as well as their improvement in some aspects of English ability. Suggestion are made on the further activity in the classroom that would be better to be carried out as the continued activity of what was done by the students at home as well as the routine surveillance by the supervisor should be tightened up.
TEACHER’S PROBING QUESTIONS IN THE EFL CLASSROOM AT A HIGH SCHOOL
RETAIN Vol 8 No 3 (2020)
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Abstract

This study meant to try to find the teacher’s probing questions in EFL classroom language. In specific, this research intends 1. To elucidate the teacher's probing questions for clarification. 2. To elucidate the teacher's probing questions about different viewpoints. 3. To elucidate the teacher's probing questions to probe pupils' assumptions. 4. To elucidate the teacher's probing questions to probe pupils’ reason. 5. To elucidate the teacher's probing questions to probe evidence. 6. To elucidate the teacher’s probing questions to probe implications and purposes. This study uses qualitative descriptive. The English teacher of a high school was the subject of this study. The data obtained by observing the subject. The technique utilized in this study is by carrying out unstructured observation. The outcomes of this study demonstrated that the teacher employed all of those six probing questions. The teacher applied numerous probing techniques, those are basic probe, explanatory probe, focused probe, silent probe, drawing out, giving ideas, and mirroring, but some of them did not work for students. Probing questions most often used in this case was probing questions for clarification. The probing technique which typically applied by the teacher was an explanatory probe. Keywords: Classroom language, Questions, Probing questions.
LEARNING AND TEST-TAKING STRATEGIES PERFORMED BY UNIVERSITY STUDENTS IN DOING TEST OF ENGLISH PROFICIENCY (TEP): A CASE STUDY
RETAIN Vol 8 No 4 (2020)
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This study aims to discover learning strategies as well as test-taking strategies used by students who have successfully passed the Test of English Proficiency (TEP). The study intends to give an example of  a strategy that the other students, especially those who have not passed TEP yet, can imitate in order to aid them in both developing their English skills as well as passing TEP. The data were collected through an in-depth interview and analyzed by using the qualitative analysis model. The result revealed that the participants utilized various learning strategies to help to improve their English abilities and various test-taking strategies to assist them in passing TEP. For further findings, related to the issues, the researcher suggested to investigating the connection between learning strategies, test-taking strategies, and students’ learning style and whether they affect students’ achievement in the context of the test of English Proficiency.
Using Drama Activities in Taeaching Speaking Narrative Text for Senior High School
RETAIN Vol 8 No 2 (2020)
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Abstract

Speaking is an essential skill that should be mastered by English learner. However, many students have difficulties in learning speaking skill. It is because many factors cause students difficulty learning, one of which is a lack of confidence. To overcome this problem, the teacher should create an effective method of teaching English, especially in speaking. Engaging in the curriculum 2013, students are required to be more active in teaching and learning process. That’s why the teacher should be more creative to teach speaking. One creative method that can be used by the teacher is Drama Activities. By using drama activities, students could learn how to speak English with an enjoyable environment. They can speak freely without worries because they can act in various ways and become what they want in the story. Students can be more active to speak and become attractive during the lesson.Thisresearch is aim to describe the implementation of Drama Activities in teaching speaking narrative text to the eleventh-grade students of SMAN Mojosari. The researcher also describes the students’ responses toward the technique. This research is descriptive qualitative research. The subject of this study is students of XI MIPA 4 SMAN Mojosari. The researcher using field notes and questionnaire sheet to gain the data.Theresult of this study shows that drama activities is easily implemented by the teacher. Most of the students respond to this technique with positive and agreed that drama activities bring a joyful environment to their class. Most of them said that drama activities could help them learning speaking in different ways and make them more confident to speak English. In the end, drama can make the students understand about the character from the story easily and could learn to express their feeling when speaking.Inconclusion, drama activities is a good technique that is suitable for teaching speaking narrative text. It makes the learning activities become student-centred and it helps the students confident to speak because they learn in fun and joy.
EXTENSIVE READING OF TENTH GRADERS: IN RELATION TO CRITICAL THINKING
RETAIN Vol 8 No 3 (2020)
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Abstract

Abstract Extensive reading was reading of a large number of texts or materials outside classroom and also for general comprehension with intention of getting pleasure from the text that is crucial for acquisition. While critical thinking was the ability to think rationally and clearly, understanding the logical connection between ideas. This study was conducted to find out how the students’ extensive reading, how the students’ critical thinking and whether any relation between the students’ extensive reading and their critical thinking. The results from the students’ extensive reading indicated that the students still have good interest and motivation toward extensive reading. While the results of students’ critical thinking test were low. That indicated there must be a cause. It might be the students mental hectic which were caused a lot of numbers of questions that had to be done in limited time and also it might be the students answered the questions carelessly. Therefore, the result of the correlation between extensive reading and critical thinking was not significant, it concluded that there was no correlation between both of them. Keywords: Extensive Reading, Critical Thinking
AN ANALYSIS ON ENGLISH TEXTBOOK ENTITLED “LET’S LEARN ENGLISH” FOR THE TENTH GRADER OF SENIOR HIGH SCHOOL BASED ON THE BASIC COMPETENCE OF THE 2013 CURRICULUM
RETAIN Vol 8 No 3 (2020)
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There are so many textbooks published to support the teaching and learning English. The teacher uses textbook as a guide to teach English in the classroom. Every textbook must have different characteristic and quality, so that affect the learning process for each student. Due to that condition, not all textbooks are suitable to fulfill the students’ needs and appropriate with the 2013 curriculum in this country. Thus, the textbook really needs to be analyzed and evaluated to improve its quality and values. This research analyzes an English textbook entitled “Let’s Learn English” for the tenth grader based on the 2013 Curriculum. The assessment used is the rubric from BSNP which in line with the core and basic competence. The purpose of this study is to analyze the conformity of the textbook with the core and basic competence of the 2013 curriculum. This research uses a descriptive qualitative approach which consists of more explanation in detail. The data source of this research is an English textbook entitled “Let’s Learn English”. The researcher conforms the materials of textbook to the Core and Basic Competence of the 2013 Curriculum using the rubric assessment form BSNP. The researcher uses document analysis as the method of collecting data. Finally, the researcher concludes that not all the chapters of textbook entitled “Let’s Learn English” are appropriate and fulfill the compatibility with the core and basic competence of 2013 Curriculum. The researcher found that only 62,5% of the materials which fulfilled the core and basic competence of the 2013 curriculum and compatible with the rubric criteria of BSNP. Keyword: English textbook, core and basic competence, 2013 curriculum, rubric assessment

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