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
 81   82   83   84   85 
EFL LEARNERS’ PERCEPTIONS ON THE USE OF IDIOMS IN DAILY CONVERSATION
RETAIN Vol 8 No 4 (2020)
Publisher : RETAIN

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

Abstract

There are many EFL learners think that idioms are very difficult to understand both from speaking and writing due to caused by several factors namely: the lack of new vocabulary, different cultural backgrounds and strategies which are being faced by EFL leaners. In general idioms look easy to learn or understand. However, this is not the case. An idiom is a combination of words whose meanings are integrated and cannot be interpreted directly, but can be interpreted together with sentences. Lazar (1996) states that figurative language is an area often neglected in the teaching of vocabulary. This study refers to EFL learners’ perceptions on idioms usage in daily use which makes learners difficult in understanding and using an idiom. Quantitative research was used in the process of collecting data and asking EFL learners to answer the questionnaires to identify their perception toward the usage of idioms in terms of speaking in their daily life. The subject was chosen among 35 EFL learners of ESC in English department from State University of Surabaya.  Findings of this research are classified into two terms those are the idioms usage in manner and hardship. Manner refers to how EFL learners percieved their strategy in comprehending idioms in  daily usage. While hardship refers to how EFL learner’s challenges in comprehending idiomatic expressions.  Based on the result, EFL learners’ perceptions of idioms usage in daily conversation that most of the students have no strategy, have never practiced idioms in speaking and have difficulty, they consider that the idioms are difficult to apply in daily conversation. Meanwhile, some of them have their own strategies in overcoming difficulties and applying idioms in daily use. Their strategies are learning through social media, poetry, novels, films and google translation. The researcher suggests that EFL learner need to learn about idioms deeply regarding to the influence and importance of the idioms daily usage in conversation. Key words: Idioms, EFL learners, Perceptions, Strategies
Self-Regulated Learning on Students’ Oral Presentation Performance in Academic Speaking Class
RETAIN Vol 8 No 4 (2020)
Publisher : RETAIN

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

Abstract

Abstract Self-regulated learning (SRL) has been proven to have positive effects on students’ learning outcomes. Since oral presentation performance skills have benefits for students’ academic and career fields, this study aimed to investigate students’ self-regulated learning through oral presentation performance. Additionally, 20 English education students in one of the academic speaking classes in UNESA were selected. This study was under Zimmerman cyclical theory of self-regulated learning, which involves three phases; forethought, performance, and reflection. Hence, this study was to investigate how the students were planning, monitoring, and also evaluating their oral presentation performance. This study was conducted after the students have finished their first presentation performance. Afterward, an interview was given to obtain data from students’ responses. The result of the study showed that most of the students have goals to decrease anxiety, and verbal learning style was highly used to learn the material of presentation. Therefore, the students read their notes, which is one of the ways to self control their speech from any disruptions during the presentation performance. Besides, replay the video recording, and self-motivating helped them to evaluate the progress of oral presentation performance. Keywords: Self-Regulated Learning, Oral Presentation Performance
READING SELF-EFFICACY AND WRITING SELF-EFFICACY IN ENGLISH STUDENT TEACHERS’ PAPER WRITING
RETAIN Vol 8 No 3 (2020)
Publisher : RETAIN

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

Abstract

AbstractThe primacy of self-efficacy as an independent contributor to task performance of language skills such as reading and writing has been widely recognized. Considerable amount of studies has also found self-efficacy as predictive toward academic achievement of the aforementioned language skills. The interplay of self-efficacy in academic reading and writing skills of English student teachers delves into the tenet of literacy skill which puts reading as an antecedent of writing. The present study thus attempts to explain; 1) the way reading self-efficacy is portrayed by reading achievement in Extensive Reading, 2) the way writing self-efficacy is portrayed by writing achievement in Paper Writing and 3) how reading self-efficacy facilitates English student teachers’ paper construction. The objectives of the present study are set upon the aforementioned focuses. Methodology used in this study includes sequential explanatory as the design and thus has both quantitative and qualitative phases in each part. Positive moderate correlation was found among self-efficacy in academic reading and self-efficacy in academic writing (ρ=0,612, n=38, p=0.05). While both reading and writing self-efficacies were found insignificantly correlating subject’s achievements in respective courses, plausible findings gained from exploratory factor analysis (EFA) that was further triangulated by content analysis of selected participants’ conceptual papers as well as thematic analysis of their answers in semi-structured interviews provide possible explanation to the results of quantitative phase.Keywords: Reading Self-efficacy, Writing Self-efficacy, Academic Achievement  
The Use of English UKBM to Support Independent Learning in Senior High School
RETAIN Vol 8 No 3 (2020)
Publisher : RETAIN

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

Abstract

In the educational setting, UKBM, defined as a learning unit that is organized in sequence from easy to difficult based on the basic competencies, has to be used by schools that implement Semester Credit System. By using UKBM, one of the benefits for learners is being independent in learning and achieving the competencies. However, in learning English, most EFL learners think that English is difficult. Hence, if EFL learners learn English independently through UKBM, English teachers need to design the process of learning through UKBM as interactive as possible in order to make the EFL learners have willing to learn and foster independent learning. Thus, the present study attempted to (1) describe how an English teacher uses UKBM to support independent learning activity (2) find out EFL learners’ perceptions toward independent learning through UKBM, and (3) describe how EFL learners optimize independent learning through UKBM. This study was conducted in one of favorite senior high schools in Sidoarjo and was employed a mixed-method study in the form of an embedded research design. The data were collected through (1) observation to describe how an English teacher uses UKBM to support independent learning activity (2) questionnaire to find out EFL learners’ perceptions toward independent learning through UKBM, and (3) interview to describe how EFL learners optimize independent learning through UKBM. The result showed that the English teacher has not effectively and optimally used the UKBM to support independent learning since the English teacher still implemented the classical learning model in teaching the EFL learners. Next, the majority of the EFL learners had a more positive perception toward general independent learning than independent learning through UKBM. However, in terms of the usage of UKBM for independent learning, most of the EFL learners perceived it positively. Last, the EFL learners still tried to optimize independent learning through UKBM by nine ways those were knowing the purposes of learning to always keep the spirit in learning, building the intention to get knowledge in learning English, having motivation in learning, finding the best ways or strategies in learning, managing time properly, comprehending the materials, exploring other sources, making a group for studying, and avoiding relying on friends.
SELF-REGULATED LEARNING STRATEGIES AND VOCABULARY SIZE AMONG INDONESIAN EFL SENIOR HIGH STUDENTS
RETAIN Vol 8 No 3 (2020)
Publisher : RETAIN

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

Abstract

Self-regulated learning is a learning process that explores the students’ intrinsic factors, such as strategies and motivations. Strategies used by students are different based on their needs. In language learning, students have their strategies to acquire good vocabulary. This present study aimed to describe the self-regulated learning strategies used by the Indonesian EFL senior high students and examine the correlation with the students’ vocabulary size. Quantitative research was carried out on 76 senior high students in Gresik, Indonesia. The sample was collected through convenience sampling. The data were collected through students’ vocabulary level test and self-regulated learning strategies questionnaire. The first finding shows that environmental control was the most used strategies and emotion control was the least used strategy by the students. A descriptive statistic was carried out to describe the result. The second finding indicates there was a significant correlation between strategies used by students and their vocabulary size. Pearson correlation indicates the low negative correlation between those two variables.
Reciprocal Teaching as a Technique To Promote Students’ Critical Thinking in Comprehending a Text for Senior High School Students
RETAIN Vol 8 No 3 (2020)
Publisher : RETAIN

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

Abstract

The students’ interest in learning and reading English text is very low. It is because many of them think that English as a foreign laguage in Indonesia so they don’t need to comprehend it deeply. On the other hand, based on 2013 curriculum students are expected to become independent and critical learners in the learning process. Thus, the role of the teacher in selecting the teaching technique is important in order to make the students interesting in comprehending an English text. Moreover, teaching and learning in group discussion can be more effective because the students can respectively state their toughts. The group discussion which is called as reciprocal teaching is carried out through several stages such as predicting, questioning, clarifying, and concluding. This technique encourages the students to think critically and comprehend the narrative text deeply. The subjects of the study were tenth grader high school students in Gresik. The Researcher conducts the observations, records the implementation of technique, and observes the student worksheets. It aims to describe the use of technique and the way of students critically thinking. The results showed that the teacher used the suitable stages based on several research theories and this technique was able to encourage that students become critical thinker through some stages and answering some of high order thinking skills questions.
EFL STUDENTS’ PERCEPTION TOWARDS EXTENSIVE READING PRACTICES IN HIGHER EDUCATION LEVEL
RETAIN Vol 8 No 4 (2020)
Publisher : RETAIN

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

Abstract

Abstract Extensive reading practices which considered as reading for pleasure and search for general information is an important program to be implemented by EFL (English as a Foreign Language) students in Indonesia, especially for students in higher education in which English is as their major. Extensive reading practices have been proven by the previous study that it could improve EFL (English as a Foreign Laguage) students’ English skills; therefore, this study aimed to investigate the students’ perceptions in relation to their extensive reading subject, kinds of materials that they preferred, and its benefit to their English skills. This study was conducted in Universitas Negeri Surabaya whereby the researcher selected ten senior English department students who have already received the extensive reading subject in their previous semesters. This study used a qualitative method with a semi-structure interview as an instrument. The result of this study showed that the students have good perceptions towards extensive reading practices in which they considered if extensive reading is a reading activity for pleasure and information search where they can read material without any restraint. Novel (fiction genres), news, and journal were the materials that the students chose when they implemented extensive reading practices. Besides, extensive reading practices also contributed to the enhancement of their knowledge and English skills such as writing, speaking, listening, reading, vocabulary mastery, and grammar. In addition, some suggestions were given to the students to continually implement extensive reading as one of their habits in their daily activity.
The Effect of Shadowing Technique on Students' Intonation
RETAIN Vol 8 No 4 (2020)
Publisher : RETAIN

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

Abstract

Shadowing technique is one of the listening techniques in which the listener is required to repeat word-by-word or phrase by phrase. Listening as the main activity of this technique helps the students to master listening skills. Listening deals with intonation, stress, grammatical structure, recognize speech sounds, background knowledge, etc. Many students faced difficulties in learning listening skills. They felt unfamiliar with the accent of the speakers. Furthermore, in the speed of listening, students feel the text being too fast from time to time. To solve the problem, the intonation aspect should be mastered first by the students. The aim of this study was to know the effect of the shadowing technique on students’ intonation. This study was quantitative research and the data was taken from the test. The findings of this study showed that there was a weak effect on intonation after the teacher applied the shadowing technique in listening.
The Quality of Arguments Made by EFL University Students in Their Conceptual Papers
RETAIN Vol 8 No 4 (2020)
Publisher : RETAIN

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

Abstract

Argumentative writing is often described as a highly complex task that places enormous difficulty for EFL students. It is a genre of writing where students demonstrate their critical thinking as they express opinions with detailed supporting evidence. Some previous studies revealed that Indonesia EFL university students are unable to develop well-constructed arguments. To build a sound argument, students are expected to consider the elements of argument and the quality of reasoning. Limited number of research that assessed the quality of argument failed to value the presence these aspects. Therefore, the purpose of this study is to describe the quality of arguments in EFL university students’ conceptual papers, by assessing on both aspects of argumentation. Qualitative content analysis is employed to answer the research questions. The findings show that most arguments are unsound with irrelevant, not acceptable, and weak supports. Most university EFL students participating in this study also failed to include all six elements of argumentation. However, in terms of the surface structure, the majority of arguments are in a well-organized manner.
THE IMPLEMENTATION OF PQ4R STRATEGY IN TEACHING NARRATIVE READING TEXT
RETAIN Vol 8 No 4 (2020)
Publisher : RETAIN

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

Abstract

PQ4R strategy is a learning strategy which has a good concept to teach the students in comprehending a reading text. Moreover, this study is aimed to find out the implementation of PQ4R strategy in teaching narrative reading text done by the teacher in the classroom. This study is also trying to find out the students’ reading comprehension after practicing the PQ4R strategy in teaching and learning activities. The base of this study is using descriptive qualitative as the research design through an observation. Furthermore, the field notes were used to collect the information regarding teaching and learning process by using the implementation of PQ4R strategy. In one meeting, the teacher implements the stages of PQ4R strategy starting from preview, question, read, reflect, recite, and review sequentially. The implementation of those stages was divided into three reading activities; pre reading, while reading, and post reading. The data from the field notes showed that in pre reading activity, the teacher mostly implemented preview and question stage. In post reading activity, the teacher applied review stage to ensure the students’ understanding about the text by delivering ideas and providing suggestions. The rest of the selected stages read, reflect, and recite applied during while reading activities. Moreover, the students’ reading task was used in order to know the students’ reading comprehension after the implementation and it was analyzed by using ESL Composition Profile considering that the task was in the form of writing a summary towards the reading text. Furthermore, all of those stages of PQ4R strategy and their implementation are useful for the teachers or other educational practitioners when they engaging the students’ reading comprehension in narrative reading text. Keywords: PQ4R strategy, reading comprehension, narrative text.

Page 83 of 95 | Total Record : 947

 81   82   83   84   85 

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