cover
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)
ISSN : 23562617     EISSN : -     DOI : -
Core Subject : Education,
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.
Articles 888 Documents
GUESSING MEANING STRATEGY IN NARRATIVE TEXT FOR SENIOR HIGH SCHOOL STUDENTS Rakhmawati, Lely Nur; Kuswardani, Rahayu
RETAIN Vol 9 No 1 (2021)
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Abstract

Mastering English especially reading is required for the students. As a student, they have to master the text as well as possible. If a student comprehends the texts, they will get various kinds of knowledge through reading. In order to comprehend the text, the students should have a strategy, because the reading strategy that students use will influence the students reading comprehension. Guessing meaning is one of strategy that students can use. This study was conducted to examine the implementation of guessing meaning strategy and to explain the result after the implementation of the strategy. This study was qualitative research which used field notes; interview and students’ work as an instrument. The subjects of this study were the teacher and ten graders of students who were studying in a public school located in the suburban area. The data were gathered from the result of observation, the result of students' work and interviews, and the source of data collected from teacher activity and the students. All the data analyzed through three stages such as familiarizing and organizing, coding and reducing, and interpreting and representing. The result of the implementation guessing meaning strategy show that the teacher used guessing meaning strategy with 4 steps including ; decide the word that want to guess; look at the intermediate grammar context of the word that can be the students' reference to guess the meaning of the word; look at the wider context of the word usually beyond the level of the clause and often over several sentences; asked students to try to guess the meaning of the word and after that, the teacher will check the result of the answer. While the result after the implementation guessing meaning strategy showed that several clues in the sentence has enabled language learners to guess the meaning of the word from the context correctly. Vocabulary that language learners have collected during teaching and learning was helpful to understand the text. They also felt easy to find the explicit and implicit meaning of the word because they often used guessing meaning strategy. Keywords: reading, guessing-meaning strategy
INVESTIGATING THE MOST COMMON STRATEGY IN TRANSLATING ENGLISH IDIOM MADE BY ENGLISH DEPARTMENT STUDENTS Aruji, Fitra Maisya
RETAIN Vol 9 No 1 (2021)
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Abstract

Idiomatic translation becomes one of the skill that English Department students should master. However, some students find it difficult to translate it since idiom cannot be translated literally. Therefore, the students need certain strategy to overcome the difficulties. Baker (2018) proposed four strategies such as using similar meaning and form, using similar meaning but dissimilar form, translation by paraphrase, and translation by omission. The aims of this study are to find out which strategy that most of the students use and the reason why they choose it. The researcher got the answer for the first research question from the students’ works and questionnaire. After knowing which strategy that is considered as the most common strategy, the researcher analyzes the students’ works then interviews the students who choose it to get the answer for the second research question. The result shows that translation by paraphrase becomes the most common strategy. The reasons why they choose it are various. The common reason is this strategy is easier compared to the other strategies. Keywords: idiomatic translation, strategy, English Department students.
THE IMPLEMENTATION OF DIARY WRITING IN TEACHING WRITING RECOUNT TEXT FOR TENTH GRADE STUDENTS yusridanova, ivana wuri
RETAIN Vol 9 No 1 (2021)
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Abstract

Abstract Diary writing is known to function as one of the ways in leading the students to constantly write since it should a lot more interesting. It takes a lot of practice to make their writing skill better. A. Hanan et al. (2015) claimed that writing a diary is known as a daily basis activity of writing in which it records all kinds of activities in one day. It is known that a diary is privately written by the author. In that case, there are lots of benefits that teachers will get when they start to use diary writing in a classroom. Due to that issue, the researcher finally conducted a research in which it covers how diary writing was implemented to teach tenth graders in writing recount text, how students performed their writing skill during diary writing’s implementation, and also how students responded to the diary writing’s implementation. To get the data, some steps were done by the researcher to get the findings which it started with by observing and analyzing the teaching and learning process using the observational sheet. Then the researcher collected the transcription of the dialogues extracted from the talk between students and the teacher, and the talk among students by using field notes. Moreover, to justify students’ writing ability, the researcher judged and analyzed students’ compositions of writing recount text by deeply exploring into the aspect of content, language use, organization, vocabulary, and mechanics. Finally, to know how the students responded to the existence of diary writing in the classroom, the researcher conducted an interview. Here, the findings showed that: first of all the diary writing's implementation went to some sort stages of introducing what recount text is, demonstrating how to produce a good paragraph and finally showing the steps in writing a diary; secondly, almost half of the students were considered to be good writers of dairy while the rest needed more practice; and lastly half of the students were showing positive reaction towards the implementation of diary writing. Keywords: diary writing, writing skill, recount text.
PROMOTING LEARNERS’ AUTONOMY THROUGH LISTENING LOGS IN LISTENING CLASS Dewi, Putu Tita Warda Sinta
RETAIN Vol 9 No 1 (2021)
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Abstract

Abstrak Autonomi siswa telah dipandang sebagai tujuan dalam pembelajaran bahasa asing karena menekankan pada peran siswa dalam pembelajaran mereka sendiri. Dalam pembelajaran listening, guru mengalami kesulitan dalam memberikan siswa kesempatan untuk berlatih. Dalam studi ini, implementasi jurnal mendengar untuk meningkatkan autonomi siswa dalam kelas mendengar akan difokuskan dengan tujuan (1) mempelajari bagaimana pengajar mengimplementasikan jurnal mendengar untuk meningkatkan autonomi siswa dan (2) mempelajari bagaimana implementasi jurnal mendengar meningkatkan autonomi siswa. Studi ini akan mempelajari implementasi tersebut di dalam kelas Listening for General Communication kelas A pada sebuah universitas negeri di Surabaya. Terdapat 24 siswa dan 6 siswa akan difokuskan sebagai subyek yang diambil berdasarkan nilai kelas mendengar sebelumnya. Peneliti melakukan observasi sebanyak empat kali untuk mengumpulkan data mengenai bagaimana dosen mengenalkan dan memantau penerapan dari jurnal mendengar, dan pembelajaran mandiri oleh siswa. Selain itu, hasil dari wawancara dan analisis jurnal mendengar menunjukkan bahwa siswa mendapatkan keuntungan dari mengerjakan jurnal mendengar . Hasil penelitian menunjukkan bahwa bahwa pengajar mengenalkan jurnal mendengar secara umum serta memantau pekerjaan siswa selama beberapa kali. Selain itu, siswa dapat mengidentifikasikan kelemahan dan strategi mereka, serta memantau pembelajaran mereka untuk meningkatankan keterampilan tersebut. Kata Kunci: autonomi siswa, jurnal mendengar, kelas mendengar. Abstract Learner Autonomy has been seen as a goal in foreign language learning because it emphasized the students’ role in their learning. However, in learning to listen, it is difficult for the teacher to give the students opportunities to practice. In this study, the implementation of listening logs would be focusing to promote the learner autonomy in listening class in which the aimed were to (1) investigate how the lecturer implements the listening logs to promote learner autonomy and (2) investigate how the implementation of listening logs promotes students’ learner autonomy. This study would see that implementation in the Listening for General Communication class A in a state university in Surabaya. There were 24 students and focused on 6 students as the subjects based on their score in the previous class. The researcher did observation for the fourth time to collect the data to see how the lecturer introduced and monitored the implementation of listening logs, and the students’ independent learning. Additionally, from the interview and listening logs analysis, the students get the advantages of doing the listening logs. Based on the results, it showed that the lecturer introduced the listening logs in general and monitor the students’ work for several times. Besides, the students could identify their weaknesses and strategies, and monitor their learning to improve their skills. Keywords: learner autonomy, listening logs, listening class.
THE DEVELOPMENT OF ENGLISH MATERIALS FOR THE ELEVENTH GRADERS OF BUSINESS MARKETING PROGRAM Al Dikstaal, Hanan Shadily
RETAIN Vol 9 No 1 (2021)
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Abstract

In Indonesia, ESP is appropriate to be taught at vocational high schools since the students at vocational high schools are taught to develop specific skills based on their major. However, most English teachers of vocational high schools in Indonesia have not taught ESP. There were four objectives of this study. The first one was to identify the need of the eleventh grade students of Business Marketing Program in learning English. The second one was to identify the contents that should be included in English materials for the eleventh grade students of Business Marketing Program. The third one was to develop the appropriate English materials for the eleventh grade students of Business Marketing Program. The last one was to find out the teacher’s response toward the English materials developed. The results showed that the eleventh grade students of Business Marketing needed to learn English because having English skills will help them a lot when they start to work in the future in this global competition era. As marketing students, they thought that they needed specific English materials for Business Marketing Program which contains more speaking activity. In terms of the content, they agreed that the materials should be able to develop their language skills. Therefore, they thought that they had still to learn all the language skills. However, they felt that the materials should focus more on developing their speaking skill and pronunciation since as marketing students, they are expected to be able to bargain, promote and also explain the products they are selling. In developing the materials, the researcher applied the materials adaptation method, and the result showed that according to the teacher, the materials developed were overall good and gave benefits for both teacher and students. Moreover, the teacher said that the materials have met the students’ need in learning English. Keywords: English materials development, English for Specific Purposes, students need, Business Marketing Program.
Assessing EFL Teachers’ Intercultural Communicative Competence (ICC) and Intercultural Sensitivity (IS) Hapsari, Aisyah Indah
RETAIN Vol 9 No 1 (2021)
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Abstract

In the 21st century, it has been the major intent to develop students’ Intercultural Communicative Competence (ICC). Some studies believe that English language teaching must be enhancing students’ intercultural skills in order to be able to communicate properly with people from different language and cultural backgrounds. EFL teachers as key roles in enhancing students’ Intercultural Communicative Competence (ICC) and Intercultural Sensitivity (IS) must be interculturally competent and sensitive. This study aims to investigate the level of EFL teachers’ ICC and IS, and the relationships between ICC and IS. It used a quantitative approach namely experimental survey and correlational study as the research design. Quantitative data were acquired through self-reported questionnaire. There were 73 EFL teachers as the participants of the study. Two questionnaires using AIC (Assessment of Intercultural Competence) ISS (the Intercultural Sensitivity scale) were distributed. The data were administered by using descriptive statistics and Spearman Rank Order Correlation (rho). The findings of this study showed that the EFL teachers had high level of ICC and IS. It also showed that there was a significant relationship between ICC and IS. The implications of these findings as well as suggestions for further research were provided.
The Implementation of Board Games in Teaching Speaking for Tenth Graders in Senior High School Dewi, Hetty Amala
RETAIN Vol 9 No 1 (2021)
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Abstract

Abstract The ability to speak is one of the aspects which are very important to communicate and the ability to be taught in the classroom. Unfortunately, mastering speaking skills for students who learn a foreign language that is English is not easy. In fact, there are many students are afraid of speaking English when studying in class. Thus, the teacher should teach using an acceptable media. An easy medium capable to promote students’ speaking capacity is a board game. However, the points of this study are to describe how the board game can be used in the process of learning English especially speaking descriptive texts, and to find out how students’ respond to their use in the learning process. However, the points of this study are to describe how the board game can be used in the process of learning English especially speaking descriptive texts, and to find out how students’ respond to their use in the learning process. The researcher used qualitative research. Observation checklist, field note, and the result of the questionnaire were used in the injunction to find the data required for this research. This study was conducted at SMAN 1 Sumenep. The participant for this study were an English teacher and twenty-nine (29) students of X IPA3 class with different speaking skills to be the subjects of this research. The result of this study is boardgame gave an encouraging impact on the increase students’ speaking proficiency. It was substantiated by the students’ opinion in the questionnaire that uses of boardgame could motivate and attract students’ interest so students can be brave in speaking descriptive text. The use of board games also could make the students more aware of the teacher’s explanation in learning process, also could make the students relaxed in class. In conclusion, implementing a board game as a medium to teach speaking descriptive text was very useful for the teacher and stimulating media for students to increase their speaking ability especially in descriptive text. Keywords: Speaking, Descriptive Text, Boardgame
The Teacher and Students Relationships on Students' Engagement inside EFL Classroom Maulidiyah, Ayu
RETAIN Vol 9 No 1 (2021)
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Abstract

This research reports the study of teacher-students relationships in the classroom using qualitative research. He study focused on the impact of teacher-students relationships in English as a foreign language learning on students’ engagements based on the observation in the classroom of middle school. The results of this study revealed that some indicators of teacher-students relationships affect students’ behavioral, emotional, and cognitive engagement that enhance their interest in their learning process.
Factors of Students’ Speaking Anxiety in the 3rd Level of ESC in Higher Institution Kushadi, Nadhila Amalia
RETAIN Vol 9 No 1 (2021)
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Abstract

This research aims to identify the dominant factors in ESC students’ anxiety and to examine what aspects influence the students’ anxiety. This study was conducted at Universitas Negeri Surabaya. The researcher used two instruments in this research, which are questionnaire and interview. The questionnaire was adapted from Horwitz, Horwitz and Scope (1986) and interview were to obtain information about the aspects that influence students’ level of anxiety during speaking. The participant of this study was from ESC students’ in the 3rd level of English Department at Universitas Negeri Surabaya. The researcher took 20 students in the 3rd level of ESC. This research used a descriptive quantitative as the research design. According to the data obtained, the researcher found the dominant factor of ESC students’ in the 3rd level is “fear of negative evaluations”. The researcher also found the aspects influence students’ speaking anxiety because they had a lack of confidence, vocabulary and sometimes they did not know how to pronounce some words. However, they agreed that ESC could improve their self-confidence while speaking. Keywords: Speaking, Anxiety, English Speaking Community
The Use of Audio Media vs. Audio-Visual Media in Teaching Listening Nindiyana, Ayu
RETAIN Vol 9 No 1 (2021)
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Abstract

Listening is the activity of receiving the information from the speaker, interpreting the meaning, and giving responds. In listening activity, there are two media that are commonly used, audio media which provides audio only and audio-visual media which provides audio and visual. This research is to compare which is more effective to improve students’ understanding, audio media or audio-visual media. This research used quantitative method with quasi-experimental design. It conducted in one of public vocational school with two classes of tenth. The researcher used test (pre-test and post-test) to collect the data. The result of the research showed that there was difference between audio media and audio-visual media. The asymptotic significance of post-test was .012 < .05 with the median of audio media was 68.00 and audio-visual media was 74.00. It meant that the mean of audio-visual media was higher than audio media. Keywords: Listening, Audio Media, Audio-Visual Media.

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