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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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High School Students' Perceptions of Flipped Writing Instruction to Reduce Writing Anxiety Nikita Syaza Filzah Prasetyo
RETAIN : Journal of Research in English Language Teaching Vol. 14 No. 01 (2026)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/rt.v14i01.66116

Abstract

The aim of this research is to find out High school students' perceptions of Flipped Writing Instruction to reduce anxiety in writing and which of the four pillars of F-L-I-P is considered the most useful for reducing students' anxiety in writing. This research adopts a qualitative descriptive research method with a case study research design for analysis FWI user subjects with anxiety wrote better. Data obtained from that interview involve 15 12th grade students from one of the state high schools in Sidoarjo. Results of the interview stated that Most students have a positive perception of FWI caused and a small number have a negative perception. This positive perception includes two things: 1.) flexibility of space and time, 2.) learning specific material and 3.) reduction of burden and anxiety caused by group learning. Meanwhile, their negative perception shows that FWI does not have a significant effect on reducing anxiety in writing due to: 1.) inability to carry out independent learning, 2.) inactive study group performance, and 3.) lack of teacher feedback. In addition, the interview results stated that of the four pillars of F-L-I-P, what students considered to be the most helpful in reducing anxiety were pillars F and I, because flexibility and specific material adapted to students' learning conditions made students accustomed to building 'study' habits and preparing themselves before activities. in class, so their anxiety is much reduced.
The Effectiveness of Spider Diagrams in Improving Descriptive Writing Skills of 7th Grade Students Seychella Arvian Widya Putri
RETAIN : Journal of Research in English Language Teaching Vol. 14 No. 01 (2026)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/rt.v14i01.72046

Abstract

This study investigated the effectiveness of Spider Diagrams in improving the descriptive writing skills of 7th-grade students at a junior high school in Jombang. Using a quasi-experimental design, 56 students were selected via purposive cluster sampling and divided into an experimental group (taught using Spider Diagrams) and a control group (taught using traditional methods). Students' descriptive writing skills were assessed through pre- and post-tests, evaluated using the Jacob et al. (1981) rubric, which covered content, organization, vocabulary, language use, and mechanics. A Mann-Whitney U test revealed a statistically significant difference (p=0.001) in post-test scores, with the experimental group showing higher improvement. The highest improvements were observed in content (M=27.07) and language use (M=21.17), though the improvement in mechanics (M=3.77) was the lowest. While effective in facilitating writing ideas, Spider Diagrams should be combined with other strategies to ensure comprehensive improvement, particularly in the technical aspects of writing.
Students’ Perceptions, Practices, and Challenges of Using Instagram and TikTok for English Language Learning Rossyita Ayu Anggraini
RETAIN : Journal of Research in English Language Teaching Vol. 14 No. 01 (2026)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/rt.v14i01.72172

Abstract

This study aims to investigate the perceptions of X grade students at state high school in Gresik regarding the use of social media platforms, specifically Instagram and TikTok, to learn English outside the classroom. This study focuses on students’ practices and challenges of using Instagram and TikTok as a tool for language learning. Employing a qualitative research methodology, data was collected through open-ended questionnaire designed to explore X grade students’ experience related to the use of Instagram and TikTok for educational purposes. The result of this study indicate that students perceive Instagram and TikTok as valuable resources for language learning, offering opportunities for authentic language exposure, creative expression, and active interaction. However, the study also highlights several challenges, including technical issues, distractions, and concerns about the reliability of educational content available on these platforms. Consequently, to maximize its benefits, the use of Instagram and TikTok to support learning must be done carefully, with the support of students’ critical thinking skills. Therefore, balanced learning strategies and good digital literacy are needed so that students can effectively utilize both platforms to support their learning journey.
The Effectiveness of Graphic Organizers as a Strategy in Comprehending Narrative Reading Texts for Senior High School Students Mardianti, Erica
RETAIN : Journal of Research in English Language Teaching Vol. 14 No. 01 (2026)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/rt.v14i01.72295

Abstract

This study aims to determine the effect of using graphic organizers as a strategy on students' ability to understand narrative text. The study employed a quasi-experimental design with a pretest-posttest control group format. The sample consisted of two 10th-grade classes from a high school in Gresik, selected through convenience sampling. Data analysis was conducted using a t-test, and the effect size was calculated using the eta squared (η²) formula. The findings showed that the use of graphic organizers had a significant impact on students’ comprehension of narrative texts (p = 0.02 < 0.05). Based on the results of manual calculation, the η² value of 0.1305 was obtained, which, referring to Cohen (2007) criteria, is included in the small effect category. Although it falls into the small effect category, the positive change is still visible, which indicates that graphic organizers can be an alternative learning method that supports the reading comprehension process. The experimental group showed that they had an advantage in reading comprehension, which can be seen from their ability to identify and explain the main idea in their own words, effectively find supporting information through group discussions and practice questions, and make logical inferences by connecting information in the text with prior knowledge. The findings suggest that English teachers can consider using graphic organizers-based strategies as an effective learning method, especially for understanding plot, character, and conflict in texts. Schools can support this strategy approach by providing teacher training and the necessary resources. From a theoretical point of view, this approach is proven to improve students' literacy skills and has potential as a basis for future research across different contexts and text types.
The Correlation between Self-Regulated Online Reading Habits and Writing Argumentative Essay Ability among EFL Students Gunawan
RETAIN : Journal of Research in English Language Teaching Vol. 14 No. 01 (2026)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/rt.v14i01.73135

Abstract

In the digital age, students' online reading engagement is mediated by self-regulated learning. This study investigates the relationship between self-regulated online reading behavior and students’ ability to write argumentative essays in the context of English as a Foreign Language (EFL). This study employed a quantitative correlational design involving 42 undergraduate students from the English Education Department at Surabaya State University as participants. Two instruments were used: a self-learning questionnaire on online reading habits and a writing test based on Toulmin's Argumentation Model, which is a framework for analyzing and constructing arguments The descriptive statistical analysis using SPSS version 22 revealed mean scores of 4.3 for self-regulated online reading habits and 4.21 for argumentative writing ability. These results indicate that students demonstrated strong abilities in processing reading sources, utilizing information effectively, and expressing ideas in written form. In addition, Pearson correlation analysis revealed a correlation coefficient of 0.409, indicating a moderate relationship between online reading habits (X) and writing skills (Y). The Pearson Correlation value shows a positive relationship or correlation between variables. The significance level of p < 0.05 was used as the criterion to determine the presence of a statistically significant correlation. These findings highlight the potential of self-regulated online reading strategies to enhance students’ academic writing performance.
Improving Junior High School Students’ Vocabulary in Descriptive Reading Using Quizizz E-Flashcards Aji, Nirmala
RETAIN : Journal of Research in English Language Teaching Vol. 14 No. 01 (2026)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/rt.v14i01.74087

Abstract

Vocabulary, specifically in reading, is a skill that needs to be mastered by EFL students (Yüksel et al., 2022) due to rapid development of technology that affects language learning process. However, vocabulary skills of Indonesian students are still concerning due to several reasons: (1) demotivated in learning English (2) addicted to gadget (3) preferred an instant result. Thus, the researcher attempted to overcome the problem by using e flashcards to enhance students’ vocabulary. The participants of this research were 8th grader from one of junior high schools in Surabaya that is chosen based on purposive sampling. Moreover, they were divided into experimental group (N=30) and control group (N=30) since this research used quasi-experimental as the research design. Furthermore, the participants were assigned to do the pre-test that contains 15 items of vocabulary before receiving the treatment for 3rd times. The test was adapted from Updated Vocabulary Levels Test developed by (Webb et al., 2017). A day later after the last treatment given, they were asked to do the post test that had the exact content as the pre-test, but the order of the questions was shuffled. The findings of this research showed that the treatment, which is the e-flashcards, had a small effect (0.01) on students’ vocabulary improvement (Kornell & Bjork, 2008; Uchihara et al., 2019). Nevertheless, according to the mean difference of pre-test and post-test score, experimental group (M=3.33) outperformed the control group (M=1.27). In other words, e-flashcards can be an alternative media to enhance students’ word attainment with more development for better results.
Improving Students' Comprehension of Narrative Texts Through Educaplay Games Aisyah, Alvia
RETAIN : Journal of Research in English Language Teaching Vol. 14 No. 01 (2026)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/rt.v14i01.74172

Abstract

This quantitative study used a pre-experimental design to test the improvement in students' understanding of narrative texts in English language learning through the use of Educaplay web-based learning media. Thirty-four eleventh-grade students from a private high school who took English classes were the subjects of this study. In this study, the researcher used multiple-choice tests administered in the form of pre-tests and post-tests as research instruments. To determine whether there was a difference in scores before and after the treatment, the researcher used a paired sample t-test. After that, the researcher measured the strength of the treatment effect using Cohen's d, and the results obtained showed a significant increase and difference in students' understanding of narrative texts after the treatment was given. The results of the analysis showed a significant difference in students' understanding of narrative texts, as indicated by a p-value < 0.001. In addition, a Cohen's d value of 1.6 indicates a strong effect. The findings of this study prove that Educaplay is an effective digital tool for improving students' understanding of narrative texts in English language learning.

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