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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
 91   92   93   94   95 
The Implementation of Reflective Teaching Strategies in Secondary School in Surabaya Safi'i, Nissak Azizah Ayu
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.v13i01.63347

Abstract

Reflective teaching is a successful instructional technique in which teachers evaluate their performance, evaluate others, evaluate their methods, and welcome honest feedback from those who are willing to learn. Mathew's Reflective Teaching Strategies theory, explains that seven aspects can be used in implementing reflective teaching strategies, namely, Reflective Journals/Diaries, Collaborative Learning, Recording Lessons, Educator Feedback, Peer Observation, Student Feedback, and Action Research. The purpose of this study is to find out how teachers implement reflective teaching strategies in the classroom and how consistently or how often teachers implement them. The researcher used descriptive qualitative and the data analysis was conducted in two stages. The first stage is observation. Observations were conducted in two classes in one private school in West Surabaya and the interview was conducted with one English teacher. The results showed that the teacher used four of the seven characteristics of reflective teaching. Based on the findings from this study, it can be said that the teacher applied reflective teaching methods during the learning process. As a result, the teacher consistently uses reflective teaching practices and strives to innovate their teaching in every meeting.
Viewing Activities through Video Based on Emancipated Curriculum for Senior High School Students Rahman, Alifiardi Aditya Maulana
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.v13i01.66052

Abstract

Viewing Skill is a recent language skill that involves visual media. This study aims to examine the implementation of learning and the results of student worksheets when viewing skills are applied. This qualitative descriptive study, conducted through classroom observations, involves one teacher and 33 out of 42 students from class 11. The findings show that (1) the implementation of viewing skills in the learning activities has been effective based on the observations made, but improvements are needed in the execution of viewing skills instruction, (2) the students' learning outcomes after the application of viewing skills indicate that students perform better when answering questions with the help of visual aids, such as images. The researcher recommended combining viewing skills with methods that foster critical or analytical thinking. Teachers were encouraged to use visual media, such as relevant educational videos and films, and integrate viewing skills with activities like discussions or writing to enhance the learning process.
Foreign Language Anxiety among 12th Grade Senior High School Students Rachman, Muhammad Taufiqur
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.v13i01.67386

Abstract

Anxiety appears to be a significant barrier for students learning English, as it can lead to negative self-perceptions and impact various factors essential to the learning process. Consequently, students may fail to attain a high or expected level of English proficiency, particularly in terms of speaking fluency. Twelfth-grade students at a private senior high school in Surabaya report experiencing fear or anxiety when speaking English, largely due to the challenges involved in communicating with teachers and peers during the English learning process. The aim of this study is to examine the levels of English speaking anxiety among twelfth-grade students at this private high school. Employing a descriptive quantitative approach, the study utilized a structured questionnaire to address the research questions and gather data. The instrument used was the Foreign Language Classroom Anxiety Scale (FLCAS), which comprises 33 items specifically designed to assess English speaking anxiety. A total of 173 students participated in the study, selected through convenience sampling. Findings revealed that 133 students exhibited moderate anxiety levels, 29 students demonstrated low anxiety, and 11 students experienced high anxiety. Key factors influencing anxiety included comprehension difficulties in communication, anxiety related to testing, and fear of negative evaluation. The results have important implications for English learners who experience speaking anxiety, as well as for their instructors. These insights may contribute to the development of more effective teaching strategies and improve educators’ understanding of student anxiety in the language learning context.
Pre-Service EFL Teachers’ Anxiety during Teaching Practicum at Senior High School: Causes and Solutions Candra, Nelidya Nabila Putri
Retain: Journal of Research in English Language Teaching Vol. 13 No. 02 (2025)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/rt.v13i02.63327

Abstract

Introduction to the Schooling Field (PLP) is a mandatory practice for the Bachelor of Education Program that provides an introduction to the field related to schooling carried out outside of higher education. In this study, the researcher focuses on what anxiety pre-service EFL teachers experience during the teaching practicum at senior high school and what solutions they find to that anxiety. Qualitative research is employed in this study to gather data with detailed insight. This research is a case study involving English language education students in the class of 2020 who have undergone PLP (Introduction to the Schooling Field) and become pre-service EFL teachers at partner schools. The researcher examines the information gathered, which is gathering information from the participants on the open-ended, close-ended questionnaire and also through interviews. Examining the data on the anxiety that pre-service English teachers experience due to cognitive, affective, and also social-cultural aspects when they are teaching in a senior high school and the solutions to the anxiety that they experience during the teaching practicum. Future research on the anxiety of aspiring EFL teachers should focus on anxiety-reduction techniques by investigating various educational environments, cutting-edge technology solutions, successful mentorship models, and extensive support networks. This will improve pre-service teachers' well-being and professional development while making learning more efficient and exciting for their students.
The Use of Pronunciation Training Based on Automatic Speech Recognition of ELSA Speak Application for EFL Students Febrianti, Rizky Liliani
Retain: Journal of Research in English Language Teaching Vol. 13 No. 02 (2025)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/rt.v13i02.65335

Abstract

English is the most used language for communication in fields such as international trade, diplomacy, education, and international telecommunications. Knowing the importance of communication in this era, English is being taught worldwide, including in Indonesia, with the aim of equipping EFL students with proficiency to open up a wide range of future career opportunities. But, is not that easy to learn pronunciation, when practicing pronunciation, errors in phonology or pronunciation are common. Fortunately, technological advancements in education offer solutions for this case. The ELSA Speak application supported with Automatic Speech Recognition (ASR), helps students in practicing their pronunciation. A high school in Krian has adopted this application as a learning tool in English classes to improve the pronunciation skills of EFL students. This research aimed to discover how the implementation of the ELSA Speak application as student’s learning partner, the impact of the app on students’ pronunciation ability, and the students’ responses toward the performance of the application. This study used a mixed method that combined qualitative and quantitative data. The number of samples was 30 students. The findings revealed that: (1) The ELSA Speak was implemented as a partner for training difficult and new vocabulary pronunciation. This application offers flexible online pronunciation exercise, artificial speech recognition, pronunciation analysis and constructive feedback to improve the students’ speaking skills. (2) The average of students’ pre-test and post-test scores had growth up to 72%, the paired sample t-test using SPSS showed that the t-value > t-table (35.288 > 1.69913) with a significance level of 0.05 > 0.000. It can be concluded that H0 is rejected which means there is a difference between the pre-test and post-test results, and the result of effect size formula showed that the effect of this treatment was 0.64. The effect size between 0.2 < ES < 0.8 indicated to be a medium-category effect. (3) All the questionnaires related to the ELSA Speak application’s performance obtained positive responses, which means that the students were satisfied with the ELSA Speak application performance. In conclusion, the ELSA application proved its effectiveness as a tool and practice partner in improving students' pronunciation skills, the features of this app fill the needs of students to practice important aspects such as accuracy, fluency, stressing, and intonation to be able to pronounce words correctly.
Correlation between Junior High School Students’ Self-Efficacy in Writing and Their Writing Performance Dian Aushaf Yasmin; Rahayu Kuswardani
Retain: Journal of Research in English Language Teaching Vol. 13 No. 02 (2025)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/rt.v13i02.64831

Abstract

This study’s purpose is to find out the writing self-efficacy level of eighth-grade students in a public junior high school in Surabaya and the correlation between students’ self-efficacy in writing and their writing performance. The data is gathered by using a questionnaire to measure the self-efficacy level and students’ latest writing assignment to measure their writing performance. This study used Pearson’s correlation method at first, but since the data distribution was considered abnormal, Spearman’s correlation method was chosen instead. The results of this research denote that the eighth-graders in this junior high school have a high level of self-efficacy in writing, with their average score being 3.56 out of 5. Students can perform well in writing, as can be seen from their writing assignment’s drafts. The Spearman’s correlation result for the students’ writing self-efficacy and writing performance, with the correlation coefficient being 0.264, barely confirms the theory that there is a positive and linear correlation between the two variables, in which most students who have high self-efficacy level are proved to perform their writing assignment well. As the two variables can affect each other, increasing students’ self-efficacy in writing can be one of the ways to improve the students’ writing performance, which will also increase the students’ motivation and confidence. Since this study is only conducted in one junior high school in Surabaya, it can’t perfectly represent the other schools, especially the schools in smaller cities. Future researchers may investigate the connection and relationship between students' writing performance and their writing self-efficacy, not only in junior high school but also at other educational levels, as well as using different types of text to further prove the theory of self-efficacy to see if self-efficacy impacts performance differently across various writing genres.
The The Effectiveness of Small Group Discussion to Increase Student Reading Comprehension in 10th Graders in Narrative Text Nabiillah, Haniifa Maya
Retain: Journal of Research in English Language Teaching Vol. 13 No. 02 (2025)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/rt.v13i02.70992

Abstract

This research is motivated by the low reading comprehension of 10th-grade students in narrative texts at SMAN 4 Sidoarjo, necessitating innovative instructional strategies. The purpose of this study is to determine the effectiveness of small group discussion in improving students’ reading comprehension in narrative texts compared to traditional teaching methods. This research employs a quasi-experimental design with control and experimental groups. The study was conducted at SMAN 4 Sidoarjo with 10th-grade students as subjects. Data collection techniques include pre-tests, post-tests, and observations, using test items and observation sheets as instruments. Data were analyzed quantitatively using statistical tests to compare pre-test and post-test results of both groups. The findings indicate that students who participated in small group discussions showed significant improvement in reading comprehension, as evidenced by higher post-test scores and active engagement in discussions. The study concludes that small group discussion is effective in enhancing students’ reading comprehension in narrative texts. It is recommended that teachers implement small group discussion strategies to support reading instruction, especially for narrative texts at the secondary school level.
Perceptions and Attitudes of Vocational Students in Using Google Gemini as a Writing Tool Afrilianto Dwicahyo Nugraha
Retain: Journal of Research in English Language Teaching Vol. 13 No. 02 (2025)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/rt.v13i02.71847

Abstract

This study aims to examine the perceptions and attitudes of vocational high school students majoring in culinary arts toward the use of Google Gemini as an AI-powered tool in writing analytical exposition texts. The research background arises from challenges in writing instruction, including limited time, low motivation, and varied English proficiency. A qualitative descriptive method was used, with data collected through semi-structured interviews involving seven 11th-grade students selected via purposive sampling. The findings revealed that students generally viewed Google Gemini as a helpful and user-friendly tool, especially during the planning and drafting stages. Features such as idea generation, grammar assistance, and paragraph structuring were particularly appreciated. Students’ attitudes reflected the cognitive, affective, and behavioral components. While most students expressed positive feelings like satisfaction and confidence, some raised concerns about overreliance and diminished critical thinking. These findings highlight the need for pedagogical strategies that promote digital literacy and the responsible, ethical use of AI in education.
Implementation of Self-Monitoring Technique through Reading Comprehension in Critical Reading Class wara, kevin Danis
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.v12i01.61043

Abstract

Abstrak Studi penelitian ini menyelidiki implementasi teknik self-monitoring dalam meningkatkan pemahaman membaca di kalangan siswa sekolah menengah atas. Studi ini bertujuan untuk mengeksplorasi bagaimana siswa menggunakan strategi self-monitoring, efektivitas strategi tersebut dalam meningkatkan pemahaman membaca, dan tanggapan siswa terhadap self-monitoring. Penelitian dilakukan di kelas sepuluh untuk mengatasi kebiasaan membaca siswa dan kurangnya minat dalam membaca. Metode pengumpulan data meliputi observasi teknik membaca siswa, memberikan cerita pendek untuk berpikir kritis dan self-monitoring, dan menyelenggarakan kuesioner untuk mengevaluasi kemajuan selama implementasi self-monitoring. Studi ini menekankan pentingnya pembelajaran self-regulated dan keterampilan metakognitif dalam meningkatkan kemampuan membaca. Temuan mengungkapkan bahwa siswa aktif terlibat dalam self-monitoring dengan menggunakan simbol, self-translation, troubleshooting, dan mencari bantuan untuk meningkatkan pemahaman. Siswa melihat self-monitoring secara positif, mengakui manfaatnya dalam meningkatkan kesadaran, pemberdayaan, dan pemahaman. Penelitian ini berkontribusi pada pemahaman dampak self-monitoring pada keterampilan membaca siswa dan menyoroti pentingnya pembelajaran self-regulated dalam pengaturan pendidikan. Kata Kunci: Self-monitoring, Pemahaman membaca, Siswa sekolah menengah Abstract This research study investigates the implementation of self-monitoring techniques in improving reading comprehension among senior high school students. The study aims to explore how students utilize self-monitoring strategies, the effectiveness of these strategies in enhancing reading comprehension, and students' responses towards self-monitoring. The research is conducted in a tenth-grade class to address students' reading habits and lack of interest in reading. Data collection methods include observation of students' reading techniques, providing short stories for critical thinking and self-monitoring, and administering questionnaires to evaluate progress during self-monitoring implementation. The study emphasizes the importance of self-regulated learning and metacognitive skills in improving reading abilities. Findings reveal that students actively engage in self-monitoring by using symbols, self-translation, troubleshooting, and seeking help to enhance comprehension. Students perceive self-monitoring positively, acknowledging its benefits in increasing awareness, empowerment, and comprehension. The research contributes to understanding the impact of self-monitoring on students' reading skills and highlights the significance of self-regulated learning in educational settings. Keywords: Self-monitoring, Reading comprehension, High school students
The Correlation Between Reading Anxiety and Reading Comprehension in Junior High School Students Wulandari, Amanda Aprilia
Retain: Journal of Research in English Language Teaching Vol. 13 No. 02 (2025)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/rt.v13i02.63476

Abstract

This research investigates the relationship between students' reading anxiety and their reading comprehension. A quantitative correlational design was employed to analyze the data collected from 38 students at one of the private junior high schools in Gresik. The study used a questionnaire adapted from the English Foreign Language Reading Anxiety Inventory (EFLRAI) and a reading comprehension test adapted from students’ textbooks. Data analysis techniques were carried out using IBM SPSS Statistics 26. Through this research, the researcher found that the majority of students' reading anxiety was at a medium level. The results also indicated a strong negative and significant correlation between reading anxiety and reading comprehension, with a Pearson Product Moment Correlation coefficient of -0.755 and a p-value of 0.000. The findings suggest that students with higher reading anxiety tend to have lower reading comprehension, while those with lower reading anxiety tend to have higher reading comprehension. The study contributes to the understanding of the impact of reading anxiety on students' reading abilities.

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