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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 961 Documents
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The Effectiveness of Interactive Presentation Features in Quizizz on Students’ Reading Comprehension of Analytical Exposition Text Nova Nur Solecha
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.v14i01.76650

Abstract

Many students keep facing difficulties in terms of mastering reading comprehension, especially when learning English as a foreign language. Teaching that relies on a single textbook often leaves students feeling bored and disengaged, which can limit their reading development. This study aims to find out whether the use of Quizizz Interactive Presentation feature as learning media can help high school students to improve their reading comprehension performance, particularly reading analytical exposition text. This study used a quantitative approach with quasi-experimental design. The participants were 70 eleventh grade students from a public high school in East Java. The students were divided into two groups. The experimental group used Quizizz Interactive Presentation feature as the learning media, while the control group used a textbook-based learning as they usually do. Both groups were given a pre-test and post-test to measure their reading comprehension. The results showed that students in the experimental group had slightly higher post-test scores compared to the control group. The difference between the two groups was statistically significant, and the effect size was moderate. This research supports the idea that digital tools can make learning more interesting and effective for students, and lead to better performance. However, this study has some limitations, including the short treatment period and using only one school. Future research could explore a longer treatment period, involve in several schools, use other Quizizz features or combine Quizizz with other digital tools to make the teaching and learning activities much more engaging.
The Impact of The Online Learning Media "Blooket" on Senior High School Students' Reading Comprehension Faticha Alvina Maharani Maharani
Retain: Journal of Research in English Language Teaching Vol. 13 No. 03 (2025)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/rt.v13i03.70994

Abstract

This research investigates the influence of Blooket, a game-based digital learning tool, on high school students' ability to comprehend narrative texts. A quantitative approach was adopted using a quasi- experimental design involving two distinct groups: the experimental group, which utilized Blooket, and the control group, which followed conventional instruction. A total of 68 eleventh-grade students from SMAS Kartika IV-3 Surabaya participated. Data collection was carried out through pre-tests and post-tests, focusing on five core components of reading comprehension: identifying the main idea, understanding vocabulary, making inferences, locating specific information, and recognizing reference words. The analysis revealed a statistically significant improvement in the experimental group compared to the control group (Sig. < .001), though the practical impact, as indicated by Cohen’s d (0.125), was relatively small. Among the measured aspects, notable progress was observed in identifying main ideas and reference words. These results suggest that Blooket can be an engaging educational resource that supports students’ reading comprehension, particularly when integrated with effective lesson planning.
The Effectiveness of Guessing Games Using Flashcards in Improving Vocabulary Mastery of Elementary School Students Diah Sirrin Nadhirah
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.v13i01.76516

Abstract

This study aims to test the effectiveness of using guessing games with flashcards in improving vocabulary mastery of elementary school students. Vocabulary is an important component in learning English; however, many students still experience difficulties due to low motivation and monotonous teaching methods. Therefore, interactive learning media such as games and visual aids are needed to improve student engagement and learning outcomes. This study used a quantitative approach with a quasi-experimental design. Participants were fifth-grade students of a public elementary school in Surabaya, East Java, who were divided into an experimental class and a control class. The experimental class was taught using guessing games combined with teacher-made flashcards, while the control class was taught using PowerPoint as a learning medium. The sample size in this study was 50 students divided into two classes. Data were collected through a pre-test and post-test and analyzed using a normality test, paired sample t-test, and independent sample t-test with SPSS 26. The results of the calculations from the treatments given showed a significant increase in vocabulary mastery in the experimental class and a significant difference between the post-test scores of the experimental and control classes. In conclusion, guessing games using flashcards are effective in improving vocabulary mastery for early childhood children.
The Effectiveness of “Wizer.me” as Digital Learning Media to Improve Vocational Students’ Reading Comprehension of Narrative Text Ramadhani Aktasan
Retain: Journal of Research in English Language Teaching Vol. 14 No. 02 (2026)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/rt.v14i02.76892

Abstract

This study investigated the effectiveness of Wizer.me as a digital learning medium in improving vocational high school students’ reading comprehension of narrative texts. The study employed a quantitative pre-experimental one-group pretest–posttest design involving 30 eleventh-grade students from the Visual Communication Design (DKV) program at a private vocational high school in Surabaya during the 2025/2026 academic year. A 30-item multiple-choice reading test was developed based on the TOEFL iBT Reading Framework, covering five reading skills: identifying main ideas, vocabulary in context, scanning for details, making inferences, and locating references. Students completed a pre-test, participated in three instructional sessions using interactive Wizer.me worksheets, and then completed a post-test. Data were analyzed using descriptive statistics, the Kolmogorov–Smirnov normality test, and a paired sample t-test. Results showed that the mean score increased from 70.13 (SD = 6.11) in the pre-test to 90.73 (SD = 6.87) in the post-test, indicating a gain of 20.60 points. The normality test indicated that the residuals were normally distributed (p = 0.079), and the paired sample t-test showed a statistically significant improvement (t = -14.663, df = 29, p < 0.001). These findings suggest that Wizer.me is an effective digital learning medium for enhancing vocational students’ reading comprehension of narrative texts
Perceptions of Grammar Translation Method: Insights from Vocational Students in Audio-visual Engineering Maulida Salsabila
Retain: Journal of Research in English Language Teaching Vol. 14 No. 02 (2026)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/rt.v14i02.72070

Abstract

The Grammar Translation Method (GTM) has long been utilized in English language teaching, particularly in contexts where accuracy and grammatical mastery are emphasized. However, its relevance in vocational education, especially in technical fields such as Audio-Visual Engineering, remains a subject of debate. This study aims to explore vocational students’ perceptions of the Grammar Translation Method in learning English grammar and to examine its perceived strengths and limitations in supporting their learning needs. Employing a qualitative descriptive approach, the research involved students from a vocational high school majoring in Audio-Visual Engineering. Data were collected through questionnaires and semi-structured interviews to capture students’ experiences, attitudes, and reflections toward the use of GTM in the classroom. The findings indicate that students perceive GTM to be helpful in improving their understanding of grammatical rules, vocabulary accuracy, and sentence structure, particularly when dealing with technical texts related to their field. The use of the first language (L1) is considered beneficial in clarifying complex concepts and reducing learning anxiety. However, students also highlight limitations of GTM, such as limited opportunities for speaking practice and insufficient development of communicative competence. Despite these drawbacks, GTM is viewed as relevant when applied selectively and combined with more communicative approaches. This study concludes that while GTM alone may not fully address the communicative demands of vocational students, it can serve as an effective foundational method for grammar comprehension when adapted to vocational contexts. The findings provide pedagogical implications for English teachers in vocational schools to implement GTM in a balanced and context-sensitive manner.
Integrating Picture Sequence and Question-Answer Relationship (QAR) Enhances EFL Students’ Narrative Reading Comprehension Ismi Farida
Retain: Journal of Research in English Language Teaching Vol. 14 No. 02 (2026)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/rt.v14i02.76688

Abstract

Comprehending English texts remains challenging for EFL learners, as they often struggle to grasp the overall idea, particularly when dealing with lengthy texts and unfamiliar vocabulary. To address this issue, the present study combines Picture Sequence with the Question–Answer Relationship (QAR) strategy to support students’ reading comprehension. This integrated approach helps students visualize story events while guiding them to answer comprehension questions more purposefully. Using a quasi-experimental design involving 72 tenth-grade students, learners taught through the integrated strategy showed greater improvement in narrative reading comprehension (mean = 67.08–80.14) than those receiving conventional instruction (mean = 70.00–75.14). Although the improvement was moderate (Cohen’s d = 0.50), it reflected a meaningful enhancement in students’ ability to understand narrative content and respond accurately to comprehension questions. Based on the findings, the combined strategy can be considered a practical and effective approach for improving narrative reading comprehension in EFL classroom settings.
Exploring Students’ Perceptions of An Intensive English Course Program for Speaking Development Haritsah Ni’matul Khoiriyah; Luluk Choirun Nisak Nur, M.Pd.
Retain: Journal of Research in English Language Teaching Vol. 14 No. 02 (2026)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/rt.v14i02.79906

Abstract

This research investigates students’ perceptions toward the Intensive English Course program in developing speaking skills among EFL students at MA Unggulan Wahab Hasbulloh. Employing an explanatory sequential mixed-method design, quantitative data were collected through a questionnaire distributed to students participating in the program, followed by qualitative interviews to obtain deeper insights into their experiences and opinions. The findings indicate that the Intensive English Course contributes positively to students’ speaking development, particularly in building confidence, improving fluency, and expanding oral vocabulary through continuous speaking exposure and communicative activities. Most students reported that the program provided a supportive environment that encouraged active participation and reduced speaking anxiety. The qualitative findings also indicated that various speaking activities, such as free conversation and language shows, effectively supported students’ speaking performance. Overall, the Intensive English Course was perceived as beneficial and effective in improving speaking skills and creating a communicative speaking atmosphere for EFL learners in this context. Keywords: Students’ perception; Intensive English Course; Speaking Skills; EFL Learners
Improving EFL Students’ Speaking Skill in Junior High School through Cake Application Sheviona Charisma
Retain: Journal of Research in English Language Teaching Vol. 14 No. 02 (2026)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/rt.v14i02.63663

Abstract

Speaking is the one most important skill for students, especially in English. In this digital era, teachers can use many websites as learning tools to increase students' confidence, for example the use of the Cake application. This research aims to implement the use of cake applications as a learning media for eighth grade students through recounting text as learning material. This research employed a quasi-experimental design that involved 64 samples (The sample was divided into two groups, namely the experimental and control groups consisting of 32 participants each). After the instrument data (post-test and pre-test) was collected, the data were analyzed using independent sample t-test. The findings showed a clear difference between the experimental and control groups. The result, which was two-tailed, had a value of 0.014, which is below the standard significance level of 0.05. This means that the improvement in the experimental group, after using the Cake application, is statistically significant. The study concluded that the use of Cake applications in recount text materials can improve students' speaking skills including increasing vocabulary and students' confidence in learning English.
An Analysis of English-Speaking Anxiety Awareness among Vocational High School Students Elisa Ayu Maharani
Retain: Journal of Research in English Language Teaching Vol. 14 No. 02 (2026)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/rt.v14i02.72224

Abstract

Anxiety related to speaking in English is one of the major problems encountered by vocational high school learners, which might affect their communicative skills and self-reassurance in the classroom. The research focuses on identifying students’ awareness of speaking anxiety and the factors leading to it. A mixed method approach was utilized through the survey, where 145 students filled out the Foreign Language Classroom Anxiety Scale (FLCAS), and the interviews with 16 students were conducted. Quantitative data shows that most of the students suffer from moderate and high anxiety. Thematic analysis revealed seven main categories, namely nervousness when speaking in front of people, fear of mistakes, lack of self-confidence, anxiety from peer evaluation, small vocabulary, sudden calling upon, and students’ coping technique. These findings emphasize the importance of metacognitive and emotional awareness, also suggest the implication of pedagogical for teachers in building a more supportive classroom environment.
The Correlation of Predicting and Visualizing Strategies with Students’ Reading Comprehension at Junior High School Fikhi Prayogo Wicaksono; Abdur Rosyid
Retain: Journal of Research in English Language Teaching Vol. 14 No. 02 (2026)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/rt.v14i02.80063

Abstract

Reading comprehension is a key component of English language learning, yet many students continue to experience difficulties in understanding written texts. Among the various reading strategies, predicting and visualizing have been widely recognized for promoting active engagement during reading. This study investigated the relationships between predicting and visualizing strategies and reading comprehension among eighth-grade students at a junior high school in Surabaya. A quantitative correlational design was employed involving 38 participants. Data were collected using a ten-item reading strategy questionnaire and a reading comprehension test based on narrative texts. Descriptive statistics, Pearson correlation, and one-way analysis of variance (ANOVA) were used to analyze the data. In answer to the first research question, the results indicated positive but non-significant relationships between predicting and reading comprehension (r = .227, p = .170) and between visualizing and reading comprehension (r = .308, p = .060). A significant positive relationship was found between predicting and visualizing strategies (r = .562, p < .001), suggesting that students who frequently employed one strategy also tended to use the other. In answer to the second research question, although the ANOVA showed no significant differences in reading comprehension across the four strategy-use groups (F(3, 34) = 2.638, p = .065), participants who reported using both strategies achieved the highest mean comprehension scores. Because the present study involved a relatively small and uneven sample, replicating the research with a larger group of participants would help clarify the role of predicting and visualizing in EFL reading comprehension.

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