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METACOGNITIVE STRATEGY IN INDIRECT LEARNING STRATEGIES USED BY EFL STUDENTS IN ACADEMIC SPEAKING CLASS OF ENGLISH DEPARTMENT SURABAYA STATE UNIVERSITY
RETAIN Vol 3 No 2 (2015): Volume 3, nomor 2, Mei-Agustus 2015
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Abstrak Penelitian ini bertujuan untuk mengetahui bagaimana metakognitif strategi dalam indirect learning strategies digunakan oleh siswa dalam kelas academic speaking di program Pendidikan Bahasa Inggris dari Universitas Negeri Surabaya dan bagaimana penampilan berbicara mereka setelah menggunakan metakognitif strategi. Dalam hal ini, metakognitif strategi diambil berdasarkan teori dari Oxford (1990). Dia mengatakan bahwa strategi ini memiliki tiga strategi utama; centering, arranging & planning and evaluating the learning. Selain itu, data-data dikumpulkan melalui observasi, wawancara dan speaking rubrik. Penelitian ini merupakan penelitian kualitatif sehingga hasilnya akan digambarkan melalui kata-kata. Peneliti mengambil semua siswa dalam kelas F academic speaking. Peneliti juga fokus pada enam siswa sebagai perwakilan subjek dalam penelitian ini. Hal ini dikarenakan penelitian kualitatif harus menganalisis subjek secara mendalam. Hasil pertama dari penelitian ini menunjukkan bahwa siswa menggunakan metakognitif strategi dengan berbagai cara. Kebanyakan siswa selalu menggunakan tiga strategi utama dari metakognitif strategi seperti centering, arranging & planning and evaluating the learning dalam proses pembelajaran mereka untuk dapat menyelesaikan tugas-tugas secara maksimal. Dalam hal ini, siswa melakukan paid attention and delayed speeches dalam centering the learning. Kemudian mereka melakukan found out, planned dan seeking practice opportunities dalam arranging & planning the learning. Terakhir, siswa melakukan self monitoring dan self evaluating dalam evaluating the learning. Dengan menggunakan metakognitif strategi, siswa dapat lebih mudah untuk menyampaikan presentasi dan menguasai materi dengan baik. Strategi ini membantu siswa meningkatkan kepercayaan diri. Hasil kedua menunjukkan bahwa penampilan berbicara siswa menunjukkan hasil yang memuaskan setelah menggunakan strategi ini dalam academic speaking. Kebanyakan siswa sudah memenuhi kriteria untuk sebuah penampilan berbicara yang baik. Kesimpulannya, penggunaan metakognitif strategi dapat membantu meningkatkan kemampuan berbicara siswa dalam menyampaikan presentasi. Kata Kunci: Metacognitive learning strategies, academic speaking, centering the learningarranging and planning the learning, evaluating the learning. Abstract This study was conducted to know how metacognitive strategy in indirect learning strategies were used by the students in academic speaking class of English Education study program in State University of Surabaya and their speaking performances after using metacognitive strategies. In this case, the metacognitive learning strategies are based on the theory from Oxford (1990). She states that the strategies have three main strategies; centering, arranging & planning and evaluating the learning. Moreover, the data were collected through observation, interview and speaking rubric. This study was conducted qualitatively so that the result would be described in the form of words. The researcher only took all students from academic speaking class, specifically in Class F. The researcher involved six students with different scores in the previous midterm test as the subjects of the study since descriptive qualitative research and the use of this strategy should be analysed in personally or in in-depth analysis. The first result of the study revealed that the students used metacognitive learning strategies in many ways. Most of the students always used three main sets of metacognitive strategies such as centering, arranging & planning and evaluating the learning in their learning process to accomplish the task In this case, the students paid attention and delayed speeches in centering the learning. Moreover, they also found out, planned and sought practice opportunities in arranging and planning the learning. The last, three students did self monitoring and self evaluating in evaluating the learning, but one student did not evaluate the learning. By using metacognitive strategies, the students got it easier to deliver presentations and master the material well. Moreover, this strategy could enhance the students’ self confidence. While the second result showed that the students’ speaking performances were good after using metacognitive learning strategies in academic speaking. Most of them had already fulfilled the criteria of a good speaking perfomance. In short, the use of metacognitive learning strategies could help enhance the students’ speaking ability in delivering presentations. Key Words: Metacognitive learning strategies, academic speaking, centering the learningarranging and planning the learning, evaluating the learning.

COMMUNICATION STRATEGIES USED BY UNIVERSITY LEARNERS IN SPEAKING FOR DISCUSSION CLASS OF ENGLISH DEPARTMENT SURABAYA STATE UNIVERSITY
RETAIN Vol 3 No 2 (2015): Volume 3, nomor 2, Mei-Agustus 2015
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Abstrak Penelitian ini mendiskripsikan penggunaan communication strategies di speaking for discussion class di jurusan pendidikan bahasa inggris Universitas Negeri Surabaya. Penelitian ini bertujuan untuk mengetahui bagaimana penggunaan communication strategies oleh mahasiswa dalam kelas diskusi dan kemampuan speaking mereka menggunakan strategi tersebut. Penelitian ini menggunakan metode deskriptif kualitatif, meneliti penggunaan Communication Strategies dalam kelas speaking for discussion. Catatan saat di lapangan, wawancara, dan hasil diskusi mahasiswa digunakan untuk mengumpulkan data dalam penelitian ini. Subjek penelitian ini adalan kelas speaking for discussion E di jurusan pendidikan bahasa inggris yang ditempuh mahasisiwa semester tiga. Hasil penelitan menunjukkan bahwa: Pertama, ada sembilan communication strategi dari teori Dornyei (1995) yang digunakan mahasiswa untuk menyampaikan ide dalam kelas diskusi antara lain; message abandonment, approximation, stalling, literal translation, code switching, appeal for help, cicumlocution, use all-purpose word, dan mime. Mahasiswa menggunakan strategi message abandonment saat mereka menghapi kesulitan pada topik yang sedang mereka diskusikan. Approximation, literal translation, circumlocution, dan mime digunakan mahasiswa untuk menyampaikan ide dalam diskusi dengan mendeskripsikan objek atau istilah dalam bahasa inggris dengan bahasa mereka sendiri. Stalling digunakan oleh mahasiswa untuk mengingat materi apa yang akan mereka sampaikan dalam diskusi. Appeal for help digunakan dengan bertanya langsung pada guru atau teman dalam diskusi. Code switching dan use all-purpose word digunakan dengan langsung mengucapkan bahasa Indonesia saat diskusi. Kedua, penelitian ini menunjukkna bahwa mahasiswa yang menggunakan strategi message abandonment dan code switching tidak memberikan argumen yang jelas dalam diskusi dan terlalu banyak menggunakan bahasa Indonesia sehingga mereka tidak memnuhi kriteria berbicara menurut Morreale dkk (2007). Namun sebaliknya, mahasiswa yang menggunakan strategi approximation, stalling, literal translation, circumlocution, appeal for help, dan mime mereaka lebih mandiri dalam menyampaiakan ide mereka dalam diskusi menggunakan bahasa mereka sendiri yang mengindikasikan mereka telah memenuhi kriteria berbicara dalam kelas diskusi. Kata Kunci: Speaking, Learning Strategy, Communication Strategies, Speaking for Discussion. Abstract This study investigated the use of communication strategies in Speaking for Discussion Class of English Department Surabaya State University. This study was aimed to describe how the university learners used communication strategies in their speaking discussion activity and the result of the learners’ speaking ability through their performance using communication strategies. This study was descriptive qualitative research, observing the use of communication strategies in speaking for discussion. Field notes, interview, and learners’ speaking for discussion performance result were used as the instruments to collect the data. The learners of speaking for discussion E class majoring English Education in third semester of Surabaya State University were chosen as the subject of this study. The consideration was based on the learners’ speaking performance. The result of this study showed that: First, there were nine communication strategies proposed by Dornyei (1995) which were used by the learners in speaking for discussion. The learners used message abandonment strategy by giving up on a topic because it was too difficult and they did not give more explanation toward the topic they were discussing. Approximation, literal translation, circumlocution, and mime were used by the learners by describing an object or event instead of using an appropriate vocabulary item and gesture or other nonverbal mean refers to an object or event. Stalling or time-gaining strategy was used by the learners by employing fillers or hesitation device to fill pauses and to gain time to think the ideas they were going to express. Appeal for help was used by the learners by asking their friends or lecturer in the middle of their speaking. Code switching and use all-purpose word were used by the learners to express their ideas by employing L1 and using unessential word in their speaking. Second, this present study found that when the learners used message abandonment, use all-purpose-word, and code switching strategy, they didn’t give more explanation about their supporting arguments and employed a lot of L1 in their speaking which meant they hadn’t accomplished the criterions of speaking performance. Meanwhile, the other strategies such as approximation, literal translation, stalling, circumlocution, appeal for help, and mime brought about the learners were more independent to express their ideas and deeply thinking when they found some difficult or unfamiliar terms in L2 which meant they had accomplished the criterions of speaking performance. Key Words: Speaking, Learning Strategy, Communication Strategies, Speaking for Discussion.

TEACHING READING NARRATIVE TEXT BY IMPLEMENTING SURVEY, QUESTION, READ, RECITE, AND REVIEW (SQ3R) TECHNIQUE TO THE TENTH GRADERS OF SMAN 1 KREMBUNG
RETAIN Vol 3 No 2 (2015): Volume 3, nomor 2, Mei-Agustus 2015
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Abstrak Membaca merupakan bagian dari komunikasi yang terdiri dari aktivitas komunikasi dan menjadi pusat untuk menstimulasi berpikir pemahaman (Rayner, 1998). Untuk memahami sebuah teks, guru harus mengetahui suatu teknik dalam pengajaran membaca agar siswa dapat menangkap ide utama dan menjawab pertanyaan dari teks. Oleh karena itu, hal ini penting bagi seorang guru Bahasa Inggris untuk menciptakan cara yang sesuai selama proses pembelajaran. Guru harus menemukan suatu teknik yang sesuai dan menarik dalam pengajaran membaca, khususnya memahami teks yang bertujuan untuk mencapai tujuan pembelajaran. Dalam penelitian ini, survey, question, read, recite, and review (SQ3R) adalah teknik yang dapat membantu siswa menjadi lebih aktif selama proses pembelajaran. Penelitian ini bertujuan untuk menginvestigasi penerapan teknik survey, question, read, recite, and review (SQ3R) dalam pengajaran membaca teks naratif kepada siswa kelas X dari SMAN 1 Krembung. Penelitian ini merupakan penelitian descriptive qualitative. Subyek dari penelitian ini adalah siswa kelas X dari SMAN 1 Krembung di kelas X-MIA-1 pada semester dua. Data dari penelitian ini adalah hasil observasi, tugas membaca siswa, dan interview. Observasi dilakukan sebanyak tiga kali. Tugas membaca siswa diberikan setiap pertemuan. Kemudian, interview diberikan pada akhir penelitian. Data- data dianalisa secara deskriptif untuk menjawab ketiga pertanyaan penelitian. Ini menunjukkan teknik survey, question, read, recite, and review (SQ3R) dapat mendorong siswa menjadi lebih aktif dalam proses pembelajaran. SQ3R terdiri dari 5 langkah. Frank et al (2006) mengatakan bahwa kelima langkah tersebut adalah survey, question, read, recite, and review. Guru memulai dengan langkah pertama, surveying, meminta siswa untuk meninjau chapter title, headings, subheadings, words, phrases, special type, pictures, diagrams, illustrations, charts, and graphs. Langkah kedua adalah questioning. Di langkah ini, guru meminta siswa untuk memperhatikan pokok utama dari materi membaca agar mereka dapat menciptakan pertanyaan sendiri dari judul dan gambar. Langkah ketiga adalah reading. Di langkah ini, guru meminta siswa membaca teks secara perlahan yang bertujuan untuk mencari ide dan informasi yang dibutuhkan untuk menjawab pertanyaan. Langkah keempat adalah reciting. Di langkah ini, guru meminta siswa untuk menjawab pertanyaan yang telah mereka buat untuk mengingat informasi yang telah mereka pelajari dari teks. Kemudian, langkah terakhir adalah reviewing. Di langkah ini, guru meminta siswa untuk melihat ulang dan merefleksi materi bacaan dengan cara melengkapi ide- ide yang tercantum di teks. Mereka juga merangkum dengan cara mengambil informasi penting dan mengabaikan informasi yang kurang penting. Guru dapat menerapkan teknik survey, question, read, recite, and review (SQ3R)menurut teori yang disarankan oleh Frank et al (2006). Hasil dari penelitian menunjukkan bahwa guru telah menerapkan teknik survey, question, read, recite, and review (SQ3R) dalam pengajaran membaca teks naratif dengan baik. Dalam kesempatan ini, guru sudah cukup baik ketika memimpin dan memfasilitasi siswa untuk menerapkan teknik survey, question, read, recite, and review (SQ3R) dalam pengajaran membaca teks naratif. Sementara itu, hasil dari tugas membaca yang diberikan kepada siswa menunjukkan bahwa mereka berada pada tiga tingkatan membaca dengan penerapan teknik survey, question, read, recite, and review (SQ3R). Tingkatan tersebut adalah acceptable, good, dan best. Ditambah lagi,hasil interview yang diberikan kepada siswa menunjukkan bahwa kebanyakan siswa antusias dalam mengikuti proses belajar mengajar dengan menerapkan survey, question, read, recite, and review (SQ3R) yang dilakukan oleh guru. Disudut pandang mereka, pengajaran membaca dengan menerapkan teknik survey, question, read, recite, and review (SQ3R) dapat membuat mereka menjadi lebih aktif karena guru mendorong mereka untuk belajar secara mandiri dengan menciptakan beberapa pertanyaan sendiri. Disamping itu, teknik ini dapat membuat proses belajar mengajar lebih menarik. Kesimpulannya, survey, question, read, recite, and review (SQ3R) adalah teknik yang baik untuk mengajar membaca teks naratif, khususnya pengajaran membaca teks naratif kepada siswa kelas X dari SMAN 1 Krembung. Kata kunci: Membaca, TeksNaratif, Teknik SQ3R. Abstract Reading is a kind of communication which consists of communicative activity and become the center to stimulate thinking for comprehension (Rayner, 1998). To comprehend a text, teachers have to know a technique in teaching reading so the students can catch up the main idea and answer the following questions from the text. Therefore, it is important for an English teacher to create a proper way during teaching and learning process. The teacher should be able to find an appropriate and interesting technique in teaching reading, particularly comprehending the text in order to reach the goal of learning. In this study, survey, question, read, recite, and review (SQ3R) is a technique that helps the students become more active in teaching and learning process. This research aims to investigate the implementation of survey, question, read, recite, and review (SQ3R) technique in teaching reading narrative text to the tenth graders of SMAN 1 Krembung. This research is descriptive qualitative research. The subject of this research is the tenth graders of SMAN 1 Krembung at class X-MIA-1 on the second semester. The data in this research are the result of observation, students’ reading task and interview. The observations were conducted three times. The students’ reading task were given in every meetings. Then, the interview was given at the end of the observation. The data were analyzed descriptively to answer those three research questions. It clearly showed that survey, question, read, recite, and review (SQ3R) technique can encourage the students become more active in the teaching and learning process. SQ3R has five steps. Frank et al (2006) state that those five steps are survey, question, read, recite and review. The teacher starts with the first step, surveying, by asking the students to check out chapter title, headings, subheadings, words, phrases, special type, pictures, diagrams, illustrations, charts, and graphs. The second step is questioning. In this step, the teacher asks the students to focus on the main points of reading material so they can create questions from the title and picture for themselves. The third step is reading. In this step, the teacher asks the students to read the reading passage carefully to search of ideas and information in order to help answer the questions raised. The fourth step is reciting. In this step, the teacher asks the students to answer their questions that they have made in order to remember the information that they have learned from the text. Then, the last step is reviewing. In this step, the teacher asks the students to review and reflect on material by organizing and elaborating on ideas encountered in text. They also summarize by taking the important information and ignoring the unimportant information. The teacher could implement survey, question, read, recite, and review (SQ3R) technique properly according to framework suggested by Frank et al (2006). The result of observations also show that the teacher had already implemented survey, question, read, recite, and review (SQ3R) technique in teaching reading narrative text well. In this case, the teacher was quite good when guiding and facilitating the students to implement survey, question, read, recite, and review (SQ3R) technique in teaching reading narrative text. Meanwhile, the result of students’ reading task given to the students shows that they were in three levels of reading by implementing survey, question, read, recite, and review (SQ3R) technique. Those levels are acceptable, good and best level. In addition, the result of interview given to the students shows that most of the students were enthusiastic followed the teaching and learning process implementing survey, question, read, recite, and review (SQ3R) technique conducted by the teacher. In their point of view, teaching reading by implementing survey, question, read, recite, and review (SQ3R) technique can make them to be more active because the teacher encouraged them to learn independently by creating some questions by themselves. Besides, it can make the teaching and learning process more interesting. In conclusion, survey, question, read, recite, and review (SQ3R) is a good technique to teach reading narrative text, especially teaching reading narrative text to the tenth graders of SMAN 1 Krembung. Key words: Reading, Narrative Text, SQ3R Technique.

THE IMPLMENTATION OF LANGUAGE EXPERIENCE APPROACH (LEA) TO TEACH READING DESCRIPTIVE TEXT TO THE SEVENTH GRADERS OF SMP ULUL ALBAB SIDOARJO
RETAIN Vol 3 No 2 (2015): Volume 3, nomor 2, Mei-Agustus 2015
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Abstrak Tujuan dari penelitian ini adalah mendeskripsikan secara mendalam proses pengajaran membaca, kemampuan membaca siswa, dan respon siswa mengenai penerapan Language Experience Approach (LEA) dalam pengajaran membaca teks deskripsi. Jenis penelitian yang digunakan pada penelitian ini adalah deskriptif kualitatif. Oleh karena itu, wawancara, catatan, dan tugas siswa digunakan untuk mengumpulkan data. Dalam proses pengejaran membaca teks deskripsi, guru menerapkan LEA dalam kelompok kecil yang terdiri dari 5 siswa pada setiap kelompok. Setiap kelompok harus membuat beberapa kalimat berdasarkan gambar dan klue yang telah diberikan. Demikian, teks deskripsi dibuat melalui rangkaian kalimat-kalimat yang telah dibuat oleh siswa. Oleh karena itu, kemampuan membaca siswa semakin baik pada pertemuan pertama hingga pertemuan terakhir sebab mereka lebih memahami teks tersebut. Hasil terakhir penelitian ini juga menunjukan bahwa siswa memberikan respon yang positif terhadap penerapan LEA. Metode membaca ini memotivasi siswa untuk membaca lebih banyak dan bekerja sama denagn satu sama lain. Selain itu, langkah-langkah pada metode ini mudah untuk diikuti oleh para siswa. Kata Kunci: Pemahaman Membaca, Teks Deskripsi, Language Experience Approach (LEA) Abstract The purpose of this study was to describe in depth the process of teaching reading, the students’ reading ability, and students’ responses toward the implementation of Language Experience Approach (LEA) in teaching reading descriptive text. The research design which was used was descriptive qualitative research. Thus, interview, field notes, and students’ reading task were employed to gain the data. In the process of teaching reading descriptive text, the teacher implemented LEA in small groups which was consists of 5 students for each group. Each group have to make sentences based on the pictures and the clues given. Thus, the descriptive text was made from sentences chain which had already created by each group. Therefore, the students’ reading ability was better from the first meeting until the last meeting because they comprehended more the text. The last, the students gave positive responses about the implementation of LEA. This reading method atrracted and motivated them to read more. This method trained them to cooperate each other. Beside, the stages of this method were easily to be followed by the students. Key Words: Reading Comprehension, Descriptive Text, Language Experience Approach (LEA)

PEER ASSESSMENT IN TEACHING LEARNING PROCESS OF A WRITING CLASS
RETAIN Vol 3 No 2 (2015): Volume 3, nomor 2, Mei-Agustus 2015
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Abstract This study aims to investigate the students’ ability to assess peer’s written work. Many studies found the advantages of peer assessment like the speed of students’ learning. On the other hand, many studies also found the disadvantages of peer assessment like poor quality feedback from the students. This study was designed in qualitative research. The students of X graders in one of Senior High School in Mojokerto were observed during class. The students’ grammar and vocabulary which was corrected by peer were analysed to answer first and second problem and the students’ response during interview was transcribed and interpreted to answer the third problem. The result of this study showed that most of the students faced some problems when conducting peer assessment in the writing class. The students did not acknowledge some grammatical errors and vocabulary errors in the students’ written works. The students also did not assess based on the grammar use and vocabulary use in descriptive text because the teacher did not give explanation about criteria of grammar and vocabulary that must be assessed by the students. Moreover, the students also gave good score to their peer without certain criteria of the score. In conclusion, the students faced some problems in assessing peer’s written work. The biggest problem found is the lack of student’s ability of sufficient knowledge. It makes the validity of peer assessment doubtfully to be used for measuring the students’ performance in this class. Keywords: Peer Assessment, Writing, Grammatical Error, Vocabulary Error Abstrak Penelitian ini bertujuan untuk meneliti kemampuan siswa dalam menilai tulisan teman sejawat. Banyak penelitian yang telah menemukan keuntungan dari penilaian teman sejawat, seperti kecepatan pemahaman siswa terhadap matapelajaran. Namun, ada juga penelitian yang menemukan bahwa penilaian oleh teman sejawat memunyai kekurangan, seperti kualitas masukan yang buruk dari siswa. Penelitian ini menggunakan metode kualitatif. Siswa kelas sepuluh MAN Mojokerto diteliti untuk mendapatkan beberapa data yang diperlukan. Struktur bahasa dan pemilihan kata dari tulisan siswa yang telah dikoreksi teman sejawat dianalisis untuk menjawab rumusan masalah pertama dan kedua. Kemudian, jawaban siswa dalam wawancara disalin dan dideskripsikan untuk menjawab rumusan masalah ketiga. Hasil dari penelitian ini menunjukkan, bahwa banyak siswa menemukan kesulitan dalam pelaksanaan penilaian teman sejawat. Siswa tidak mengenali beberapa kesalahan struktur bahasa dan pemilihan kata. Kemudian, siswa tidak menilai tulisan teman sejawat sesuai dengan ciri kebahasaan dari teks deskriptif. Selain itu, siswa juga memberi skor kepada teman sejawat tanpa pedoman kriteria penilaian. Hal-hal ini membuat hasil penilaian teman sejawat diragukan untuk mengukur kemampuan siswa. Sehingga, dapat disimpulkan bahwa siswa menghadapi beberapa kesulitan untuk menilai tulisan teman sejawat. Kesulitan terbesar siswa adalah kurangngnya pengetahuan yang dibutuhkan untuk menilai tulisan teman sejawat. Hal ini membuat kebenaran dari hasil penilaian teman sejawat diragukan untuk digunakan sebagai pedoman pengukuran kemampuan siswa di kelas tersebut. Kata Kunci: Penilaian Teman Sejawat, Penulisan, Kesalahan Struktur Bahasa, Kesalahan Kata

JUNIOR HIGH SCHOOL STUDENTS’ RELUCTANCE TO SPEAK ENGLISH IN CLASS
RETAIN Vol 3 No 2 (2015): Volume 3, nomor 2, Mei-Agustus 2015
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Abstract This study was conducted in order to answer these questions; (1) What are the reluctant students’ non verbal and verbal reactions when the teacher speaks English fully in class? (2) What are students’ reasons for their reluctance in speaking English fully? It is a basic interpretive study which involved 31 students of class 8A in SMPN 4 Gresik and a certain English teacher. The data were taken by observation and interview. The results show 4 non verbal and 1 verbal reactions of reluctant students when the teacher speaks English fully in the class. Non verbal reactions include no participation, no sense of belonging, look exhausted, new activities, afraid to talk in front of the public. The verbal reaction of reluctant students include asking and answering the teacher by using Bahasa Indonesia mainly. Then, 9 reasons for the students reluctance in speaking English fully include fear negative evaluation of their classmates, lack of grammar and vocabulary, the teacher, lack of comprehension, nature, mother tongue influence, the society, lack of pronunciation, and lack of self-confidence. In conclusion, reluctant students exist in teaching and learning English. Keywords: Reluctance, Non Verbal, Verbal, Speaking English Fully Abstrak Penelitian ini dilakukan untuk menjawab dua pertanyaan; (1) Apa saja reaksi non verbal dan verbal siswa-siswa yang enggan berbicara Bahasa Inggris saat gurunya berbicara Bahasa Inggris di kelas? (2) Apakah alasan siswa-siswa enggan berbicara Bahasa Inggris di kelas? Penelitian basic interpretive ini melibatkan 31 siswa kelas 8A di SMPN 4 Gresik dan satu guru Bahasa Inggris di kelas itu. Data-data dalam penelitian ini diambil melalui observasi dan wawancara. Hasil penelitian menunjukan ada 4 reaksi non verbal dan 1 reaksi verbal dari siswa-siswa yang enggan berbicara Bahasa inggris saat gurunya berbicara Bahasa Inggris di kelas. 4 non verbal reaksi itu adalah tidak ikut partisipasi, tidak memiliki keinginan untuk bergabung, terlihat lelah, dan takut untuk berbicara di hadapan orang banyak. Reaksi verbal hanya ada satu yaitu saat bertanya pada guru dan menjawab pertanyaan dari guru, siswa-siswa memilih menggunakan Bahasa Indonesia secara keseluruhan. Kemudian, ada 9 alasan yang membuat siswa-siswa enggan untuk berbicara Bahasa Inggris di kelas meliputi ketakutan terhadap penilaian buruk dari teman sekelas, kurangnya penguasaan tata bahasa dan perbendaharaan kata, guru, kurangnya pemahaman, watak, pengaruh bahasa ibu, lingkungan, penguasaan cara pengucapan yang masih kurang, dan kurangnya kepercayaan diri. Kesimpulannya, siswa yang enggan berbicara Bahasa Inggris selalu ada dalam proses belajar mengajar di kelas. Oleh karena itu, guru Bahasa Inggris seharusnya mampu memahami karakter dan alasan mereka yang enggan untuk berbicara Bahasa Inggris. Kesimpulannya, siswa yang enggan berbicara Bahasa Inggris selalu ada dalam proses belajar mengajar di kelas. Kata Kunci: Keenganan, Non Verbal, Verbal, Berbicara Bahasa Inggris

TEACHER’S FEEDBACK ON STUDENTS’ RECOUNT TEXT COMPOSITIONS
RETAIN Vol 3 No 2 (2015): Volume 3, nomor 2, Mei-Agustus 2015
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Abstrak Balikan akan lebih bermanfaat dan efektif apabila diberikan pada level yang sesuai karena dapat membantu siswa untuk memahami; berpartisipasi; atau mengembangkan strategi yang efektif untuk memproses informasi yang akan dipelajari (Hattie & Timperley, 2007). Penelitian ini bertujuan untuk mendeskripsikan macam-macam tipe feedback yang diperoleh siswa pada tulisan teks recount mereka dan untuk mencari informasi lebih jauh berkenaan dengan respon siswa terhadap feedback dari guru. Penelitian ini merupakan sebuah penelitian deskriptif kualitatif. Subjek dalam penelitian ini mencakup 12 siswa dari kelas VIII-6 SMP Al-Falah Deltasari. Penelitian ini menggunakan dua instrumen untuk mengumpulkan data yaitu dokumentasi (tulisan siswa) dan wawancara. Dokumentasi atau tulisan siswa digunakan untuk meneliti dan mendeskripsikan macam-macam tipe feedback yang siswa peroleh pada tulisan teks recount mereka. Sedangkan wawancara diadakan untuk mengetahui respons siswa berdasarkan cara pandang dan pendapat mereka terhadap feedback dari guru. Dari penelitian ini dapat diketahui bahwa hampir semua siswa, untuk balikan dalam bentuk koreksian, memperoleh direct feedback yang diikuti dengan focused dan unfocused feedback pada tulisan mereka. Selanjutnya, untuk balikan dalam bentuk komentar, hampir semua siswa memperoleh komentar yang berisi masukan secara umum dan pujian atas tulisan dan usaha mereka dalam mengarang sebuah teks recount lengkap dengan tepat waktu. Dengan demikian dapat disimpulkan bahwa guru tersebut tidak membedakan tipe balikan dalam bentuk koreksian maupun komentar terhadap tulisan siswa dengan keahlian Bahasa Inggris yang berbeda. Akan tetapi tipe-tipe balikan dalam bentuk koreksian dan komentar tidak dapat meningkatkan kemampuan siswa dalam mengoreksi kesalahan mereka sendiri. Hal ini dikarenakan guru sudah menyedikan jawaban yang benar dari kesalahan mereka dan balikan dari guru tidak dapat mengungkap kelemahan siswa pada konten secara spesifik. Kata Kunci: balikan dari guru, strategi memberikan feedback, respon siswa, teks recount, dan karangan. Abstract Feedback will be more beneficial and effective if the feedback is directed at the right level since it can assist students to comprehend, engage, or develop effective strategies to process the information intended to be learned (Hattie & Timperley, 2007). This study focused on its goal to describe the types of feedback that students receive on their recount text compositions and to seek further information dealing with the students’ responses toward the teacher feedback which is given to their recount text compositions. This study was qualitative descriptive research which had twelve students of VIII-6 of SMP Al-Falah Deltasari as the participants. This study also employed two instruments to collect the data namely documents (students’ writing) and interview. The students’ writing were used to investigate and describe the types of feedback that were received by students on their recount text composition. Then, the interviews were conducted with the students to expose their responses concerning to their perspectives and opinions toward the teacher feedback. The result showed that the teacher did only provide corrective feedback but also commentary on the students’ writing. For the corrective feedback, the students mostly received direct corrective feedback with focused and unfocused feedback on her first writing. Moreover, for the teacher commentaries, most of students received commentaries that contained of the teacher’s general advice and complementary about the students’ writing and efforts in composing a complete recount text on time. From this, it could be inferred that the teacher did not differentiate her written corrective feedback and commentary at students with different English level proficiency’s writing and the types of corrective feedback that were received by the students did not lead them to improve their self-correcting abilities. It was due to the facts that the teacher gave the correct form of their errors and it did not cover students’ weaknesses on the content specifically. In spite of all those things, all the students still had positive point of views on the teacher feedback in written form. Keywords: Teacher’s Feedback, Strategies of Providing Feedback, Students’ Responses, Recount Text, and Compositions .

THE IMPLEMENTATION OF COOPERATIVE INTEGRATED READING AND COMPOSITION (CIRC) TO TEACH READING NARRATIVE TEXT TO THE EIGHTH GRADERS OF SMP NEGERI 4 GRESIK
RETAIN Vol 3 No 2 (2015): Volume 3, nomor 2, Mei-Agustus 2015
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Abstrak Penelitian ini bertujuan untuk mengetahui bagaimana teknik Cooperative Integrated Reading and Composition (CIRC)dalam pengajaran membaca yang diterapkan oleh guru di SMP Negeri 4 Gresik, hasil pekerjaan siswa setelah penerapan teknik CIRC, dan respon siswa setelah penerapan teknik tersebut. CIRC diambil dari teori Slavin (1985) dia mengatakan bahwa CIRC adalah teknik yang cocok untuk pengajaran membaca dan menulis dimana tenkik tersebut siswa harus bekerja dalam satu kelompok diskusi yang beranggotakan 4-5 siswa. Data-data dikumpulkan melalui pengamatan, pekerjaan siswa, dan kuesioner. Dengan melakukan pengamatan, peneliti memperoleh aktivitas yang dilakukan oleh guru dan siswa selama penerapan teknik CIRC, dengan menganalisis pekerjaan siswa peneliti memperoleh bagaimana kemampuan membaca siswa setelah menggunakan teknik CIRC dan dengan melalui kuesioner peneliti memperoleh respon siswa stelah penerapan teknik CIRC.Penelitian ini menggunakan metode penelitian kualitatif dimana hasil dari data-data tersebut akan didiskripsikan menggunakan kata-kata sesuai dengan realita yang ada di kelas. Hasil dari observasi di kelas menunjukkan bahwa guru dan siswa mengikuti langkah-langkah teknik CIRC dengan baik. Selain itu, dari data pekerjaan siswa dapat dilihat bahwa teknik ini membantu siswa dalam memahami teks karena banyak siswa yang dapat menjawab pertanyaan dengan benar meskipun terdapat sedikit kesalahan, dan mereka juga dapat membuat rangkuman dengan menggunakan bahasa mereka sendiri. Dan hasil dari respon siswa banyak siswa yang setuju bahwa teknik ini membantu mereka dalam memahami teks dan membuat keterampilan menulis mereka jadi lebih baik. Dari hasil tersebut dapat disimpulkan bahwa teknik CIRC dapat diterapkan untuk pengajaran membaca karena membantu siswa dalam membaca dan menulis. Terdapat beberapa siswa 8A di SMP Negeri 4 Gresik yang setuju bahwa mereka senang dan teknik tersebut membantu mereka. teknik CIRC dapat membnatu siswa dalam memahami teks dan membantu siswa dalam keterampilan menulis mereka. Kata Kunci: Cooperative Integrated Reading and Composition (CIRC), memebaca, dan memahami. Abstract This study was conducted to know how Cooperative Integrated Reading and Composition (CIRC) in teaching reading that used by the teacher in SMP Negeri 4 Gresik, students’ task, and the students’ responses after the implementation of CIRC technique. CIRC was taken from Slavin (1985), he stated that CIRC technique is technique to teach reading and writing which is the students work together in group discussion, one group consists of 4-5 students. The data was collected through observation, students’ task, and questionnaire. By conducting the observation the researcher gains the teacher’ and the students’ activity during the implementation of CIRC technique, by analyzing the students’ task the researcher gains the students’ reading ability after the implementation of CIRC technique, and by distributing questionnaire the researcher gains the students’ responses after using CIRC technique. This study used descriptive qualitative research method which is from the data the result will be described using words based on the fact in class. The observation result showed that the teacher and the students followed the procedure of CIRC technique very well. Moreover, from the students’ task data showed that this technique helps the students to understanding the text well because there were many students can answered the questions correctly even there were some mistakes, and they can wrote summary by using their own words. From the students’ responses, it showed that there were many students who agreed that CIRC technique helped them to understand the text well and also helped their writing better than before. In conclusion, CIRC technique can be implemented to teach reading because it helped the students in reading and writing. There were many students of 8A in SMP Negeri 4 Gresik agreed that they were happy and it can help them. Key Words: Cooperative Integrated Reading and Composition (CIRC), reading, and comprehending.

The Use Of Flow Diagram As A Media To Teach Reading Recount Text To The Eighth Graders Of SMP Negeri 2 Jombang
RETAIN Vol 3 No 2 (2015): Volume 3, nomor 2, Mei-Agustus 2015
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Abstrak Penelitian ini bertujuan untuk mengetahui bagaimana penggunaan media dalam pengajaran membaca teks recount yang digunakan oleh siswa kelas delapan SMP Negeri 2 Jombang dan bagaimana pemahaman membaca siswa setelah penggunaan flow diagram serta bagaimana respon siswa terhadap penggunaan flow diagram. Dalam hal ini, flow diagram digunakan sebagai media dalam pengajaran teks recount. Hal ini diambil berdasarkan teori dari Abbot, et.al (198:98). Dia mengatakan bahwa flow diagram merupakan suatu diagram yang membentuk urutan-urutan kejadian melalui sebuah rute. Dalam penelitian ini, data-data dikumpulkan melalui observasi, hasil kerja siswa dan kuesioner. Penelitian ini merupakan penelitian kualitatif sehingga hasilnya akan dideskripsikan melalui kata-kata. Peneliti mengambil semua siswa dalam kelas VIII GSMP Negeri 2 Jombang. Peneliti fokus pada fenomena yang terjadi di dalam penggunaan media flow diagram di dalam pengajaran membaca. Hal ini dikarenakan penelitian kualitatif harus menganalisis fenomena yang terjadi secara mendalam. Hasil pertama dari penelitian ini menunjukkan bahwa penggunaan flow diagram di dalam pengajaran teks recount dapat dikatakan sukses. Flow diagram digunakan didalam enam tahap pengajaran, yaitu mengamati, menanya, mengeksplore, mengasosiasi dan mengkomunikasikan. Dengan menggunakan flow diagram, siswa dapat lebih mudah untuk menemukan urutan-urutan kejadian dalam teks recount dan memahami teks dengan baik. Hasil kedua menunjukkan bahwa pemahaman membaca siswa menunjukkan hasil yang memuaskan setelah menggunakan media ini dalam pembelajaran teks recount. Siswa dapat melengkapi flow diagram dengan urutan-urutan kejadian yang sesuai dengan teks bahkan mereka juga mampu menciptakan flow diagram dengan bentuk yang bermacam-macam sesuai dengan kreatifitas mereka. Hasil ketiga menunjukkan bahwa siswa tertarik dengan penggunaan flow diagram dalam pembelajaran teks recount, karena flow diagram dapat mengurangi kebosanan mereka dalam pengajaran membaca di kelas. Kesimpulannya, penggunaan media flow diagram dapat membantu pemahaman membaca siswa dalam menemukan urutan-urutan kejadian dalam teks recount. Kata Kunci: Reading, flow diagram, recount text.. Abstract This study was conducted to know how is the use of flow diagram to teach reading recount text to the eighth graders, how the students’ reading comprehension toward the use of flow diagram is and also how the students’ responses toward the use of flow diagram are. In this case, flow diagram is used to teach recount text.This case is took based on the theory from Abbot, et.al (198:98). He states that flow diagram is a chart form that construct the sequences of moves by plotting the route on a street plan. Moreover, in this research, the data were collected through observation, students’ reading task and questionner. This study was conducted qualitatively so that the result would be described in the form of words. The researcher only focused on the phenomenon that was happened in the class during teaching learning process. Sincethis research used descriptive qualitative research and the use of this strategy should be analyzed in depth analysis. The first result of the study revealed that the use of flow diagram to teach reading recount text was sucsessfully. Flow diagram was used in the six stages of teaching process, those are observing, questionning, exploring, associating, and communicating. Through flow diagram the students could be easy to find the sequences of recount text and also comprehend the text well. Moreover, the second result revealed thatthe students’ reading comprehension was getting well after using the flow diagram. They could be able to complete the flow diagram with the appropriate sequences based on the text. Moreover, they also created a flow diagram with the various shapes related to their creativity. While the third result showed that the students were interested with the use of flow diagram in reading recount text, since it helped to reduce their bored in reading class. In conclusiont, the use of flow diagram could help the students’ reading comprehension in case to find the sequence of events in recount text. Key Words: Reading, flow diagram, recount text

PEER- FEEDBACK BETWEEN DISABILITIES STUDENTS AND THEIR PEERS IN LEARNING ENGLISH IN INCLUSIVE CLASSROOM SETTING
RETAIN Vol 3 No 2 (2015): Volume 3, nomor 2, Mei-Agustus 2015
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Abstrak Feedback adalah sebuah aktivitas memberikan koreksi atau saran terhahap pekerjaan siswa. Feedback yang diberikan oleh teman sejawat disebut dengan peer- feedback. Di dalam aktivitas Peer- Feedback, siswa dapat berdialog antar teman untuk memeriksa kesalahan dan bagaimana membenarkannya. Penggunaan peer- feedback tampaknya akan lebih berguna diterapkan di kelas inklusi dimana anak- anak reguler dan anak berkebutuhan khusus belajar di kelas umum. Penerapan peer- feedback akan memberikan kesempatan untuk berkomunikasi yang mana akan berguna untuk meningkatkan kenyamanan siswa dan mengurangi kesenjangan sosial antara siswa berkebutuhan khusus dengan siswa yang lain. Selain itu, siswa reguler dapat membantu siswa berkebutuhan khusus untuk mencapai hasil belajar dalam proses belajar mereka. Penelitian ini merupakan penelitian deskriptif kualitatif, yang bertujuan untuk menggambarkan implementasi peer- feedback di SMAN 10 Surabaya yang merupakan salah satu sekolah inklusi di Surabaya. Selain itu, penelitian ini juga menggambarkan aktivitas- aktivitas yang dilakukan siswa reguler maupun siswa berkebutuhan khusus selama penerapan peer- feedback. Ketika menerapkan peer- feedback, guru membuat beberapa grup siswa, jadi di dalam satu grup akan ada satu siswa berkebutuhan khusus. Setelah itu, siswa reguler harus membantu siswa berkebutrtuhan khusus untuk memberikan feedback. Selain itu, mereka juga berperan sebagai pengajar untuk membantu siswa berkebutuhan khusus memahami materi yang telah disampaikan. Feedback yang diberikan oleh siswa ternyata tidak dapat dipakai sebagai sebuah standar untuk menilai pekerjaan siswa. Banyak dari mereka masih melakukan kesalahan ketika memberikan feedback. Kemampuan siswa berpengaruh terhadap kualitas dari peer- feedback tersebut. Kata Kunci: Feedback, Siswa Reguler, Siswa Berkebutuhan Khusus, Kelas Inklusi. Abstract Feedback is an activity to give corrections or suggestions to the student’s performances. Feedback which is given by the students is called peer- feedback. In peer- feedback, the students can make a dialogue among their peers to share their mistakes and how to overcome it. The use of peer- feedback considers being more important in inclusive classroom setting where the regular students and the disabilities learn in the regular classroom. The implementation of peer- feedback will give opportunity for having communication which is able to increase students’ confidence and reduce socio-cultural gap among disabilities students and their peers. Moreover, the regular students will be able to help the disabilities students to reach the achievement in learning process. This research uses descriptive qualitative research, in purposed to describe the implementation of peer- feedback in SMAN 10 Surabaya which one of inclusive school in Surabaya. Moreover, it also describes the activities of both regular and disabilities students during the implementation of peer- feedback. The results showed that the disabilities tended to be passive in teaching learning process. When the implementation of peer- feedback, the teacher arranged the group, thus there will be one disabilities student in one group. Then the regular students should help the disabilities students to give feedback. Besides, they also acted as a tutor to help them understood the materials. Finally, feedback which given by the students cannot be a standard to assess the students’ performances. Most of them still make mistakes while giving feedback to their students’ performances. The ability of the students impacts on the quality of peer- feedback. Keywords: Peer- Feedback, Regular Students, Disabilities Students, Inclusive Classroom Setting.

Home Page

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Editorial Team

Contact

Reviewer

Google Scholar

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

Abstract

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Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

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

Abstract

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Abstract

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