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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 949 Documents
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Teacher’s Perceptions and Challenges towards the Use of Flashcards as an Ice-breaking Activity to Help Students Learn to Speak Firdausi, Annisa Azzahra
Retain: Journal of Research in English Language Teaching Vol. 12 No. 03 (2024)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/rt.v12i03.63191

Abstract

The ability to speak English is an essential aspect of learning outcomes at all levels, but many students in Indonesia still need help with their speaking skills. One way that teachers can apply to help students learn to speak is by combining fun activities such as ice-breaking with engaging learning media, namely flashcards. This research further aims to describe (1) teacher’s perceptions of the use of flashcards as an ice-breaking activity to help students learn to speak and (2) the challenges faced by teachers when teaching using flashcards as an ice-breaking activity to help students learn to speak. Based on these two research objectives, this research is categorized as descriptive qualitative research. The data in this research are the results of interviews with teachers who use flashcards as an ice-breaking activity to help students learn to speak and the results of class observations during the learning process. Then, the data obtained was analyzed by researchers, and the results of this analysis showed that teachers thought that using flashcards as an ice-breaking activity to help students learn to speak was important, flashcards were also the suitable media to use, and flashcards as an ice-breaking activity could be tools to help students learn to speak. Then, in the implementation process, it was found that teachers only encountered obstacles for a limited time. However, the teacher added that during implementation, students experienced obstacles such as fear, embarrassment, and lack of focus in the learning process.  
Exploring Types of Transitivity Processes in Eighth Grade Students' Recount Text Fadiarachmanda, Ervina
Retain: Journal of Research in English Language Teaching Vol. 12 No. 03 (2024)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/rt.v12i03.63351

Abstract

Transitivity in Systemic Functional Linguistics is a way to analyze how actions, feelings, and relationships are described in clauses. Transitivity involves processes related to verbs (e.g. material, relational, mental, existential, verbal, and behavioral); participants involved in the process (e.g. actor, goal, recipient, etc.); and circumstances that are additional information (e.g. time, place, manner, etc.). This study aims to determine the most common used transitivity processes types in recount texts written by eighth grade students. This study used a qualitative research method. The researcher obtained data of 150 clauses from eighth grade students' recount texts for analysis. The data were analyzed using thematic code analysis techniques. In analyzing the data, the researcher used Halliday's SFL Transitivity Theory. This study found that most students often used material processes in their recount texts, which showed their confidence in writing declarative sentences with active verbs. The dominant use of material processes reflects their preference for stating actions or events directly and clearly. Only a few students used mental and relational processes, and even fewer used existential, verbal, and behavioral processes. Keywords: systemic functional linguistics, transitivity, recount text
The Effects of Vocabulary Learning Gamification on Students’ Vocabulary Development Osadhi, Syauqi Yasfin
Retain: Journal of Research in English Language Teaching Vol. 12 No. 03 (2024)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/rt.v12i03.63362

Abstract

In the study of foreign language like English, vocabulary plays a vital role in it. However, the most learners skipped this vital part due to monotonous repetitions of new words or phrases. This study investigates the effectiveness of Gimkit, a gamified learning platform, in improving vocabulary development. The primary objective was to determine whether Gimkit could significantly enhance students’ vocabulary development compared to conventional learning. An experimental research design involved two classes of eighth-grade students’ from SMPN 46 Surabaya: experimental group used Gimkit and control group used conventional learning (no treatment). A post-test measured vocabulary improvements. Data were collected using pre-test and post-test multiple-choice questions via Google Forms, with reliability and validity checks. Statistical analysis compared the two groups' performance, showing significant vocabulary improvement in the Gimkit group. This supports the idea that Gimkit makes learning more engaging and effective. However, the study had limitations like focusing only on specific vocabulary types and having limited sessions. Future research should explore more features of gamified tools like Gimkit. In conclusion, Gimkit is an effective tool for vocabulary improvement. Teachers should consider using gamified learning to boost engagement and outcomes. Further research should look into similar tools across different subjects and grades.
The Study of Reading Comprehension Questions in Bright an English 2 Based on Barrett's Taxonomy Putri, Tasya Azzahra
Retain: Journal of Research in English Language Teaching Vol. 13 No. 01 (2025)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/rt.v13i01.62937

Abstract

Abstrak Penelitian kualitatif ini menerapkan metode analisis konten untuk menganalisis relevansi pertanyaan pemahaman membaca dalam buku Bright an English 2 (versi kurikulum Merdeka) terhadap jenis-jenis pemahaman dalam taksonomi Barrett. Selain itu, penelitian ini bertujuan untuk mendeskripsikan proporsi pertanyaan di tiga tingkat pemahaman. Tabel checklist digunakan sebagai instrumen untuk mengklasifikasikan setiap pertanyaan membaca ke dalam lima jenis pemahaman: literal, reorganisasi, inferensial, evaluasi, dan apresiasi, berdasarkan kriteria Barrett. Analisis menunjukkan bahwa pertanyaan membaca dalam buku teks hanya relevan dengan empat jenis pemahaman, kecuali 'apresiasi'. Keempat jenis tersebut selanjutnya dikelompokkan menjadi tiga tingkat pemahaman: tingkat rendah (pemahaman literal dan reorganisasi), tingkat menengah (pemahaman inferensial), dan tingkat tinggi (evaluasi). Untuk memeriksa proporsi pertanyaan di ketiga tingkat ini, peneliti menjumlahkan persentase dari setiap jenis pemahaman dalam kelompok tingkat yang sesuai. Hasilnya menunjukkan bahwa pertanyaan tingkat rendah memiliki proporsi tertinggi dalam buku, yaitu 81% dari total pertanyaan, sementara pertanyaan tingkat tinggi memiliki proporsi terendah, yaitu hanya 4%. Akhirnya, menjadi jelas bahwa buku tersebut tidak mencakup semua jenis pemahaman dalam taksonomi Barrett dan tidak mencerminkan proporsi yang seimbang dari ketiga tingkat pemahaman di dalamnya. Buku tersebut seharusnya disusun dengan proporsi yang lebih seimbang dari ketiga tingkat tersebut agar lebih efektif dalam meningkatkan keterampilan berpikir kritis dan pemahaman membaca siswa. This qualitative research applied content analysis method to analyze the relevance of reading comprehension questions in the textbook Bright an English 2 (kurikulum Merdeka/Freedom curriculum version) to the comprehension types in Barrett’s taxonomy. Additionally, the study aimed to describe the proportions of questions across three comprehension levels. A checklist table was used as an instrument to classify each reading question into five comprehension types: literal, reorganization, inferential, evaluation, and appreciation, based on Barrett’s criteria. The analysis revealed that the reading questions in the textbook were relevant to only four comprehension types, excluding ‘appreciation’. These four types were further grouped into three comprehension levels: low-level (literal comprehension and reorganization), middle-level (inferential comprehension), and high-level (evaluation). To examine the proportions of questions across these levels, the researcher summed up the percentages of each comprehension type within their corresponding level groups. The results showed that low-level questions have the highest proportion in the textbook, representing 81% of the total questions, while high-level questions have the lowest proportion, at only 4%. Finally, it became evident that the textbook does not cover all the types of comprehension in Barrett’s taxonomy and fails to reflect a balanced proportion of the three comprehension levels within it. The textbook should be organized to include a more balanced proportion of these levels to more effectively enhance students’ critical thinking and reading comprehension.
British Parliamentary Debate as a Strategy to Assist Eleventh Graders’ Speaking Skills on Using Agreement and Disagreement Expressions Muhammad, Fathur
Retain: Journal of Research in English Language Teaching Vol. 13 No. 01 (2025)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/rt.v13i01.65131

Abstract

Abstrak Tujuan dari penelitian ini adalah untuk menyelidiki tanggapan dan tantangan yang dihadapi siswa setelah menggunakan debat sebagai strategi untuk membantu keterampilan berbicara siswa pada materi persetujuan dan ketidaksetujuan. Penelitian ini menggunakan metode kualitatif dengan subjek siswa kelas XI di sebuah sekolah menengah swasta di Sampang, yang terdiri dari 11 siswa. Data dikumpulkan dari data primer melalui wawancara dan dianalisis menggunakan model analisis Miles dan Huberman. Wawancara semi-terstruktur dilakukan untuk menjawab pertanyaan penelitian pertama dan kedua. Hasil penelitian ini menunjukkan bahwa penggunaan debat sebagai strategi membantu keterampilan berbicara siswa pada materi persetujuan dan ketidaksetujuan dalam berbagai aspek seperti kelancaran, perolehan kosakata, kepercayaan diri, dan berpikir kritis. Hasil tanggapan siswa juga menunjukkan bahwa terdapat beberapa tantangan yang dihadapi siswa selama debat, seperti kekurangan kosakata, manajemen waktu, pengendalian emosi, berpikir dan berbicara dalam bahasa Inggris secara bersamaan, serta kurangnya pemahaman mendalam terhadap topik. Abstract The purpose of this study is to investigate the students’ responses and challenges after using debate as a strategy to assist students speaking skills on agreement and disagreement material. This study employed a qualitative method with the subjects of eleventh graders at private high school in Sampang, consisting of 11 students. The data was collected from primary data through interviews and analyzed it by using Miles and Huberman analysis model. Semi-structured interviews were conducted to answer the first and the second research question. The results of this study indicate that the use of debate as a strategy assisted students' speaking skills on agreement and disagreement material in various aspects such as fluency, vocabulary acquisition, confidence, and critical thinking. The result of students’ responses also shows that there are several challenges faced by the students during debate such as; lack of vocabulary, time management, handling emotions, thinking and speaking in English simultaneously, and lack of in-depth understanding of the topic.
Student’s Self Assessment and Engagement Through the Application of Grammarly AWCF Jovando, Joan Chandra
Retain: Journal of Research in English Language Teaching Vol. 12 No. 01 (2024)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/rt.v12i01.55521

Abstract

The continual development of technology has led to the appearance of many software that could be used in the teaching-learning process. One such type of software is what is known as Automated Writing Evaluation (AWE) tools. AWE tools can support the teaching-learning process by providing what is known as Automated Written Corrective Feedback (AWCF) for its user. Grammarly is one of the AWE tools that has stood out in recent years, gaining popularity worldwide, despite of that, the research done on the effectiveness of student engagement with the AWE tools has remained inconclusive so far. This research will be focused on finding how effective are students able to use Grammarly AWCF. The research will be a qualitative study based on the theoretical framework developed by Zhang and Hyland (2018) about student engagement with AWCF which includes three dimensions: behavioral engagement, emotional engagement, and cognitive engagement. The data will be gathered using a questionnaire, interview, and analyzing a text taken from 10 students 2018 the English Education major chosen through non-probability sampling. The data received from the students will be analyzed using thematic analysis which includes five steps: familiarizing, coding, generating themes, finalizing themes, and writing conclusions from themes. The analyzed data will be presented using descriptive method. The result of the research found that while the students do have a generally positive emotional engagement with the AWCF they received from Grammarly, meaning that they appreciated the feedback, their behavioral and cognitive engagement was rather negative. Most of the students simply accepted the feedback they received from Grammarly without giving it much thought, meaning they couldn’t detect the error that the software missed or they followed the wrong AWCF. This imply that student couldn’t effectively engage with the AWCF they received from AWE tools and that they still needed teacher guidance.
Error Analysis of Students’ Writing Composition at Vocational High School Context Wahyu Prihanti, Adhila Nur'aini
Retain: Journal of Research in English Language Teaching Vol. 12 No. 03 (2024)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/rt.v12i03.59122

Abstract

Writing has been taught and learned as an essential skill for beginner learners to the advanced learner. Definitely, writing becomes regular lesson skill to practice, either in school or university. However, even it is learned and practiced often, making error is inevitable in writing. Thus, this study present study aims to analyze the grammatical errors made by vocational high school students in writing narrative text writing. The participants of this study were tenth grade students of a vocational high school in Surabaya. This research was conducted qualitatively. The researcher instructed students to write a narrative composition texts, then the data is processed by identifying and categorizing some errors that found in students’ writing composition. The types of error are classified by surface structure taxonomy (Dulay, Burt, & Krashen, 1982). The result of the study showed that the students made errors in misformation, addition, and omission. The frequent error made by the students is misformation in using past tense.
Error Analysis on the Use of Part of Speech in Students’ Essay Writing at Secondary School EFL Classroom Rubiyanto, Satria Mahardhika
Retain: Journal of Research in English Language Teaching Vol. 12 No. 02 (2024)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/rt.v12i02.60180

Abstract

English is a crucial foreign language in Indonesia, and its learning and acquisition have become a popular topic in education. This study focuses on essay writing, which is a complex task that requires students to elaborate on specific topics and use their knowledge acquired in the classroom. Part of speech refers to the grammatical category of words used to form sentences, and understanding these parts helps writers construct sentences with clarity and precision. This study has objectives of (1) identifying the errors related to the use of different parts of speech which are most prevalent in students' essay writing in a secondary school EFL classroom; and (2) describing the underlying factors contributing to the errors the use of the parts of speech. This study is conducted using descriptive qualitative that is focused in analyzing errors found within the utilization of part of speech as well as investigating factors that contributes the errors committed by students in their essay writings. Six 11th grader students were participating in this research writing argumentative essays. The findings show that most of the students have reasonable proficiency in their writings, however there are several errors still present in their essays. The students claim a range of causes of the errors from rushing their work up to unawareness of said errors they committed.
Psychological Issues Affecting Senior High School Students' Development in English-speaking Proficiency: A Case Study Bagaskara, Hreesang Satria
Retain: Journal of Research in English Language Teaching Vol. 12 No. 01 (2024)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/rt.v12i01.61107

Abstract

This research aims to investigate psychological issues students encounter in developing their English-speaking proficiency and what strategies they use to overcome those issues. This study was conducted in a high school in Surabaya, Indonesia. It was bottom-lined from a case study where the researcher conducted a teaching practicum, the students were complaining when being asked to speak English. Semi-structured interviews for nine participants were applied to collect the data, and it was analyzed using thematic analysis. The finding shows that participants encountered fear of making mistakes, fear of mispronouncing words, fear of language structures, fear of public speaking, fear of being made fun of, lack of confidence, doubtfulness, low motivation, nervousness, insecurity, and annoyance of negative evaluation. It also finds that participants use preparation, positive-thinking, and peer-seeking strategies out of the others (e.g., relaxation, preparation, positive-thinking, peer-seeking, and resignation) to overcome the issues.
Students’ Perception on the Use of Webtoon in Reading Activity Utama, Estu Yoga Cahya
Retain: Journal of Research in English Language Teaching Vol. 12 No. 03 (2024)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/rt.v12i03.63097

Abstract

This study aims to find out students’ perception on the role of the Webtoon in their reading activity. This current study takes place in a 10th-grade class in senior high school. This study uses qualitative research, especially case study. The data analyzed by giving open-ended questionnaire and interviewing some 10th-grade students in the class. The results of the questionnaire and interviews showed that students using Webtoon in their meantime, also they learn something and shows positive responses about the use of Webtoon in their reading activity. Based on the findings, it can be concluded that students’ perception on the use of Webtoon in their reading activity shows positive results. Students can study in the meantime by reading Webtoon and they can study outside of the school.

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