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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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The Implementation of Project-based Learning to Encourage Learner Autonomy
RETAIN Vol 8 No 2 (2020)
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Abstract

Project-based learning is a method that could maximize students’ role by implementing student-centered approach using a project. By maximizing students’ role, it will promote their learner autonomy. Learner autonomy is an important ability to support teaching-learning process. Therefore, this research is aimed to investigate how project-based learning could encourage learner autonomy and how the students’ perceptions toward the implementation of project-based learning to encourage learner autonomy. This study applies a qualitative research design at tenth graders in one of Senior high school in Kediri. An observation checklist, questionnaire, and semi-structured interview used to collect the data. The data were analyzed qualitatively through familiarizing and organizing, coding and reducing, also interpreting and representing step. The results show that in each step in implementing project-based learning, learner autonomy that covered by self-instruction, self-direction, self-access, and individualized instruction were implemented. Furthermore, the second results present that students assume learner autonomy can be promoted through project-based learning by giving the students larger opportunities to engage and freedom in learning.
The Correlation between EFL Students’ Listening Self-efficacy and Their Listening Performance
RETAIN Vol 8 No 4 (2020)
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Abstract

Listening skill, compared to other skills is the most basic skill due to its ability to intertwine with four other skills. However, many EFL students have difficulties in improving their listening performance. One of the factors is Self-efficacy in Listening. Many studies have been conducted about Self-efficacy recently. This study focused more on listening Self-efficacy in Senior High School students. This study was conducted to find the correlation between EFL students’ listening self-efficacy with their listening performance in senior high school levels. This research was conducted quantitatively to 140 tenth graders in one of a state senior high school in Lamongan. This research used two instruments to find out the data of this study. Those are Practice Test for the TOEFL® Junior™ Standard Test to determine the listening performance of the participants and a self-developed Listening Self-efficacy questionnaire with small adaptation from various similar questionnaire. This questionnaire consists of 30 questions in a form of five-points Likert Scale. Then, Spearman Rank Correlation was used to find the relationship between EFL Students’ Listening Self-efficacy and their listening performance based on the results from the listening test. The result of this study showed that there was no significant correlation between each groups of listening self-efficacy with their listening performance (r: -0.038). Based on the result, it can be concluded that listening self-efficacy did not have any correlation with EFL Students’ listening performance in Senior High School levels. Keywords: Listening Performance, Self-efficacy
Caption as a Text to Promote Students’ Critical Thinking in Reading Comprehension of Senior High School
RETAIN Vol 8 No 2 (2020)
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Abstract Lately, caption text become the newest text in the 2013 curriculum. Caption text is defined as a short description used to describe an object or illustration from an image. Caption text must be informative because this would affect the implied meaning in an image (Grayam, 2010). In the 2013 curriculum, 12th-grade students in senior high school are expected to be able to understand the implied meaning of the caption text and be able to write the text according to a social function, text structure, and correct linguistic elements. In this case, reading and understanding the implicit meaning of a text requires critical thinking. Therefore, this phenomenological research aims to describe naturalistic phenomena related to the implementation of caption text as a text that can promote students' critical thinking in understanding the implied meaning of a caption, students' works, and students' responses in the teaching and learning process in class. The research subjects were 30 students and a teacher at MAN 2 Lamongan. The researcher observed the teaching and learning process in the classroom to describe the implementation of the caption text and how it can build students' critical thinking skills. The researcher also collected the students' works to describe the extent of their critical thinking skills in understanding the implied meaning of a caption text. Next, the researcher conducted interviews to describe students' responses during the teaching and learning process. Observation results showed that the implementation of caption text as text can promote the development of students' critical thinking in understanding caption text. The students' works showed that students can answer all questions beyond the picture well, especially in analyzing and evaluating a topic. Finally, the results of the interviews showed that teachers' methods and training succeeded in promoting their critical thinking in learning caption texts. Thus, teaching caption texts can promote students' critical thinking in understanding the implied meaning of the caption. Keywords: Reading comprehension, caption text, critical thinking
Socratic Questioning to promote The Students' Critical Thinking in Reading Explanation Text
RETAIN Vol 8 No 2 (2020)
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Abstract

Many students have a low reading habit in reading English text because the different language which cause many students could not comprehend the content of English text. This problem could lead another problem which makes the students having the low order thinking ability because the students prefer to look for the answer in the content of English text rather than understanding the content of the text. On the other hand, curriculum 2013 implemented the students-centered that requires the students becoming the active learner in thinking which needs the critical thinking ability to fulfil the requirement. To overcome about this problem, the teacher uses Socratic questioning technique. Socratic Questioning is a technique that give the students questions continually, the aim of the Socratic questioning is to help the students to think critically in comprehending the text. The implementation of Socratic questioning has 6 stages which is reading the explanation text, discussion, delivering the question, hypothesis, synthetizing, delivering the proof by giving the evidence. The teacher chooses to use the explanation text in implementing the Socratic questioning technique because the explanation text contains the explanation of why and how a phenomenon could happen. This study shows that the implementation of Socratic questioning to promote the students’ critical thinking in reading An English text especially in reading explanation text. This research Is a descriptive research which have several purposes: describing the implementation of Socratic questioning to help in promoting the students critical thinking ability in comprehending explanation text, the students response after the implementation of Socratic questioning and the students’ work which is formed in a summary after the implementation of Socratic questioning. The subject of this research is 11th graders from the state school in one of the big cities in Jawa Timur. The researcher conducted an observation and a file-recorded in implementing the Socratic questioning technique, the aim of it is to describe the implementation of Socratic questioning and how the implementation of the Socratic questioning technique to promote the students’ critical thinking. This research also did an interview for several students to explain about the students’ response after the implementation of Socratic questioning in promoting the students’ critical thinking. After that, the researcher also used the student task as in summary after the implementation of Socratic questioning. The result of this study is to show that the teacher had implemented the Socratic questioning well based on the stated theory. In addition, the result of the interview presented that students undergo the positive impact after the implementation of Socratic questioning. Furthermore, the researcher also collected the students’ task to show that the students were able to reach the highest level of taxonomy bloom which was creating the HOTS as an one of the example of HOTS, especially in summarizing.
The Effect of Using Video Blogging towards Students’ Speaking Ability in Vocational School
RETAIN Vol 8 No 3 (2020)
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This research is aimed to find out the effect of using video blogging towards students’ speaking ability in vocational school. The researcher is using quasi-experimental design with SPSS 25 which the result is described in the form of number and interpreted in the form of word. In this research, there are 2 classes that going to be investigated, experimental class and control class. Based on the result of this research, the effect size of the use of video blogging towards students’ speaking ability that was calculated by using Cohen’s d is weak effect. It can be concluded that students who taught speaking by using video blogging do not achieved better score than students who taught by using expository way in the class. Key works: Speaking, Video Blogging, Students’ Ability
Self-Regulated Learning among SMK Students
RETAIN Vol 8 No 4 (2020)
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This study aimed to investigate SMK students' SRL in enhancing language learning. Self-Regulated Learning itself is the strategy that empowers understudies to assume responsibility for comprehension of information from the teacher by directing their own particular manner of learning. The method of this study was qualitative with basic interpretative design to measure students’ awareness of the existence of SRL and its benefit. The participants of this study were grade 10th students of SMK Negeri 1 Pungging, Indonesia, which consist of 31 students, who have studied English. The questionnaire was applied to measured two aspects; students’ awareness and the ownership of SRL and kinds of SRL components used by EFL learners, using Likert Scales. In addition, the interview was used to explore the benefits of using SRL. The result showed that all of the participants reported moderate to low levels of SRL use (64.3%), meanwhile, (74.4%) of students were using reflect on what worked as the most component of SRL. Furthermore, based on the interview the students get advantages of applying self-regulated learning during the process of studying. To sum up, this study showed that all students employ SRLs, whether they realize or not.
Enhancing EFL Student’s Reading Comprehension Using Online-Based Reciprocal Teaching Strategy
RETAIN Vol 8 No 4 (2020)
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Abstrak Dalam peningkatan kemampuan pemahaman bacaan berbahasa Inggris, banyak strategi yang sudah diterapkan dalam proses pembelajaran. Salah satunya adalah Strategi Pengajaran Timbal Balik yang dikembangkan oleh Palinsar dan Brown (1984) dalam bentuk pembelajaran tatap muka. Namun, sejak adanya penyebaran virus corona, hanya sedikit informasi tentang bagaimana menerapkan pembelajaran timbal balik menggunakan pembelajaran daring. Oleh karena itu, penelitian ini bertujuan menemukan apakah pembelajaran timbal balik berbasis daring dengan memanfaatkan aplikasi anotasi efektif dalam peningkatan kemampuan pemahaman bacaan berbahasa Inggris. Sejumlah 69 siswa EFL menengah atas berpartisipasi sebagai subyek dalam penelitian ini. Hasil analisa akhir dari pre- dan post-test pemahaman bacaan menyatakan bahwa adanya peningkatan dalam kemampuan pemahaman bacaan siswa setelah pengaplikasian pengajaran timbal balik dibantu dengan aplikasi anotasi. Anotasi membantu pengajaran timbal balik dengan menyediakan situasi kolaboratif untuk mendiskusikan teks menggunakan pengajaran timbal balik tanpa batasan waktu dan tempat, memfasilitasi materi bacaan dengan model bermacam-macam serta membantu siswa dalam menelaah dan memperbaiki pemahaman mereka terhadap bacaan berbahasa Inggris. Keywords: pembelajaran daring,pembelajaran timbal balik, pemahaman bacaan. Abstract In fostering English reading comprehension of Foreign Language (EFL) students, many teaching strategies have been implemented in the learning processes. One of the strategies is Reciprocal Teaching Strategy (RTS) which advanced by Palinsar and Brown (1984) in the form of direct instruction. Nevertheless, since coronavirus is spreading, little was known about how to perform RTS for teaching reading comprehension of English passages in the online classroom. Therefore, this research aims to find out whether online-based RTS integrated with an annotation app is beneficial toward students’ reading comprehension enhancement or not. A total of 69 EFL students at the secondary level participated as subjects in this research. The final analysis result of pre- and post-reading comprehension tests reported that there is an enhancement in reading comprehension of the EFL’s students after applying RTS supported by annotation tools. The annotations reinforced RTS by constituting a collaborative circumstance for discussing the passages using RTS without limitation of time or setting, facilitating reading substances in various forms, and supporting students to correct their comprehension of the texts. Keywords: online-based learning, reciprocal teaching strategy, reading comprehension
An Analysis of English Textbook Focusing on Reading Material to Enhance Students’ Critical Thinking in Recount Text and Narrative Text
RETAIN Vol 8 No 3 (2020)
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Abstract Reading is one of the important that must be mastered by students in Indonesia, especially students who are learning English. To make students master English reading material, they need good quality reading material so that they can also improve their critical thinking skills in reading English texts. The purpose of this study is to spot textbooks that concentrate on reading material about recount text and narrative text to enhance students' critical thinking skills. This study is a document analysis by analyzing an English textbook for tenth grader students titled “Bahasa Inggris” written by Utami Widiat et al. published by the Ministry of Education and Culture 2013 Curriculum as a data source. From the results in this study, the researcher concludes an English textbook consisting of fifteen parts, and every part has its topic and material. The chapters that have been selected by researchers about the recount text and narrative text in chapters 8, 9, 10, 11, 12, 13, 14 in English textbooks are all themes and materials according to the basic competencies 3.7, 4.7 and 3.8, 4.8 are accordance in the 2013 curriculum and can also improve students' critical thinking skills. Some suggestions are given to the authors, teachers, and subsequent researchers to look for further sources and provide more useful results from the textbook analysis. Keywords: textbook analysis, reading, critical thinking. 
The Use of E-portfolio Assessment To Improve Students' Writing Ability
RETAIN Vol 8 No 2 (2020)
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Writing has been known as one of the product skill in learning English. According to Brown (2007), writing is not only about how the students put the words in a paper, but also composing the idea in order to persuade, inform, and entertain the readers. Therefore, the teachers need to provide the proper method to involve and guide the students in the process of writing. Hence, the combining of the technology to the assessment through the process is needed. Therefore, this study focused on the use of e-portfolio assessment in improving students writing ability. This study used quasi-experimental research which has 68 students of tenth graders as the participants. The participants were decided into two groups; experimental group and control group. The instruments of the study were pre-test and post-test in order to know the significant improvement in students’ writing ability after using e-portfolio as the assessment. Then, the study was analyzed using a Wilcoxon signed-rank test and Mann Whitney U in SPSS 24th edition since the data was skewed. Turning to the result of this study, it presented that both groups had improved scores on the post-test after the treatment. However, the experimental group had statistically higher scores than the control group. Another that, the comparison of the students’ post-test showed that there were statistically significant differences between the two groups. In other words, the use of e-portfolio, which combines technology as a tool in the process of teaching-learning, can help the students in improving their writing skill.
Motivational Self System among Secondary Schools Students in Urban and Rural Place
RETAIN Vol 8 No 2 (2020)
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The current study investigated the L2 motivational self-system among students in secondary schools from urban and rural place. It was aimed to see whether any different L2 motivational self-system among students in two different learning places also in two different levels of study. The questionnaires were distributed to secondary schools’ students in Surabaya and Lamongan and the result showed that ideal L2 self aspect got the highest score in descriptive statistic from the two different learning places. Later, the independent t-test indicated that students in urban and rural place experienced different learning environment that lead them to have different support in learning English. The other significant results were also found in the other related aspects except language anxiety, peer influence and family influence. Furthermore, junior high school and senior high school students were found statistically different only in aspect of L2 learning experience in school.

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