RETAIN <p><img src="/public/site/images/adminjlh/retain_cover_-_rev_-_resize_L3.jpg" alt=""></p> en-US RETAIN 2356-2617 EFL Student's Attitude towards Writing Peer Assessment <p><strong>Abstrak</strong></p> <p><em>Penilaian alternatif telah menjadi pusat perhatian ketika paradigma penilaian mulai berubah ke metode yang lebih integratif yang menggabungkan penilaian sumatif dan formatif. Implementasi penilaian sejawat di kelas menulis pendidikan tingkat lanjut jurusan bahasa Inggris sebagai bahasa asing adalah salah satu contoh penggunaan penilaian alternatif. Penilaian sejawat dipraktikkan secara luas dalam kelas menulis dan telah terbukti secara empiris melalui sejumlah studi bahwa penilaian sejawat secara signifikan terbukti efektif dalam mempromosikan keterampilan menulis siswa bahasa inggris sebagai bahasa asing di perguruan tinggi di samping keterampilan berpikir tingkat tinggi seperti keterampilan kritis dan analitis. Menghasilkan dampak yang luar biasa seperti itu sangat bergantung pada beberapa faktor, salah satunya adalah sikap siswa dalam penilaian sejawat. Sikap siswa dianggap penting dalam keberhasilan implementasi penilaian sejawat karena menentukan kualitas penilaian sejawat dari tingkat umpan balik dan ketepatan penilaian. Artikel ini bertujuan untuk meninjau secara kritis berbagai hasil yang disarankan dalam literatur terkait yang mempelajari sikap siswa pendidikan tingkat lanjut terhadap penggunaan penilaian sejawat dalam kelas menulis. Mengikuti tujuan ini, artikel ini juga akan mencoba membuat panduan konklusif berdasarkan implementasi pedagogis dari penilaian sejawat.</em></p> <p><em>Kata kunci: Penilaian alternatif, penilaian sejawat, kelas menulis, sikap siswa</em></p> <p><strong>Abstract</strong></p> <p>Alternative assessment has been in the spotlight of attention as the paradigm of assessment begins to shift into a more integrative style that incorporates both summative and formative assessment. The implementation of peer assessment in EFL higher education writing classrooms is among the examples of alternative assessment use. Peer assessment is widely practiced in writing classrooms and it has been empirically evident through scores of studies that peer assessment is significantly effective in promoting EFL higher education student’s writing skill in addition to high order thinking skills such as critical and analytical skills. Having generated such remarkable impact crucially depends on some factors, one of which is student’s attitude in peer assessment. Student’s attitude is deemed important in a successful implementation of peer assessment as it determines the quality of peer assessment by the level of feedback and grading’s accuracy. This article aims to critically review the various results suggested in related literature which studied higher education student’s attitude toward the use of peer assessment in a writing classroom. Following this objective, this article used library study as a method and critical analysis to the data gathered to form an insightful evidence-based qualitative review. Lastly, it will also try to make a conclusive guide based on the pedagogical implementation of peer assessment.</p> <p><strong>Keywords: </strong>Alternative assessment, peer assessment, writing classroom, student's attitude</p> Pradipta Nahdah Adiyani ##submission.copyrightStatement## 2021-09-04 2021-09-04 9 03 1 10 The Use of Quick Response Codes for Listening Comprehension in Junior High School <p><em>The study aims is to describe the use of QR Codes in listening comprehension for Junior High School and students’ responses toward the use of QR Codes in listening comprehension for Junior High School. This study used a descriptive qualitative method applied to eight grades of Junior High School through observation, interview, and questionnaire. The instruments used to collect the data among them are field notes, interviews sheet, and questionnaire in Google form. The results of the data showed that QR Codes are an appropriate medium to promote students’ listening skills because the use of QR Codes are simple and effective. Besides that, the use of QR Codes in learning listening in the class also got a positive response from students.</em></p> nurul hidayati ##submission.copyrightStatement## 2021-09-04 2021-09-04 9 03 11 17 TEACHER AND STUDENTS’ PERCEPTION TOWARDS THE IMPLEMENTATION OF QUIPPER SCHOOL IN ENGLISH SUBJECT <p>This article aims to present the result of the research done in finding how the implementation of Quipper School in teaching English. Besides, it also investigates the teacher’s and students’ perception towards it. The data was taken using semi-structured interview with one of the English teacher and 12 students of grade XI in academic year 2020/2021. As the result of this study, the implementation of Quipper School in teaching English seen as something good and helpful for the teacher. It provided the material and task that the teacher need so they did not need to make any. Also, both the teacher and students find out the advantages and the disadvantages in using Quipper School as the teaching and learning media.</p> Shevina Yuniar Rachma ##submission.copyrightStatement## 2021-12-17 2021-12-17 9 03 18 26 Experiences During Extensive Reading Program For English Department Students <p>Extensive Reading is deemed essential for freshmen of English Department as it helps to improve students’ reading skills especially comprehension. Joining the Extensive Reading program assigned in early college years helps elevate students’ reading comprehension skills and increase their vocabulary size. This article aims to explore students’ experiences with the Extensive Reading program based on their perceived appraisal on; 1) time allocation during extensive reading, 2) potential obstacles found during extensive reading as well as 3) the length of text used as reading materials. This study took English Department’s students as its subject. The answers gained from 45 respondents of Extensive Reading Experience questionnaire were later analyzed in descriptive and thematic fashion to form practical suggestions for college students and lecturers. In addition, this article can also be used to identify the benefits and drawbacks of the Extensive Reading program provided by English Department. The results of the study in general showed that; 1) English Department’s students regard the time allocation as sufficient for completing extensive reading assignments, 2) the obstacle that hinders the development of comprehension skills in reading the most is difficult vocabulary and 3) long, interesting texts can increase student motivation to read extensively. Further recommendations would be served at the end of the article.</p> Farhan Tri Ardiansyah ##submission.copyrightStatement## 2021-12-29 2021-12-29 9 03 27 33 The Implementation of Hot Seat Game to Teach English Vocabulary to Seventh Graders of Junior High School <p>The objective in this study was to discover the learners capacity in dominating vocabularies subsequent to instructing by utilizing hot seat technique and to depict the execution of hot seat ready to build the learners capacity toward English vocabularies<br>The subject of the research is learner' at seventh graders of SMP NEGERI 1 KOTA MOJOKERTO in scholarly year 2018/2019. This member of the class comprise of 33 participants. This examination was directed by utilizing Classroom Action Research. The method of examining the information applied in this exploration was subjective and quantitative. The subjective information were taken from perception sheet. Meeting, and documentation. The quantitative information were taken from the pre-test and post- test. The data were taken from the result of the tests, which were completed in a cycle. In the cycle, four gatherings were directed. The understudies were given a test in types of pre-test and post-test<br>The result of the information show that the normal marks of the test is underneath the KKM (Passing Grade) with a level of not effective (81.8%) and effective with a rate (18.2%) In conclusion, the researcher found that the implementation of the hot seat game to teach understudies was not effective because the understudies was very large and also the time given by the tutor or teacher was quite restricted.</p> Radewa Fibima Huda ##submission.copyrightStatement## 2021-12-29 2021-12-29 9 03 34 41 The CORRELATION BETWEEN ENGLISH SPEAKING COMMUNITY LEVEL AND STUDENTS’ SPEAKING PERFORMANCE IN PUBLIC SPEAKING CLASS <p>Speaking is an essential skill that is needed by EFL learners. It has been taught in Indonesia for a long time as a foreign language. However, most students get difficulties in learning especially students at university level because they are not confident to speak in front of people. They need to practice more not only inside but also outside the class. University offers Public Speaking course to help students achieve their speaking skill. Moreover, to facilitate students in achieving their speaking skill, some universities offer a speaking community to help students practice speaking outside the class. Therefore, this study aimed to investigate the correlation between English Speaking Community level offered by the university and students’ speaking performance in Public Speaking class. The design of this study is correlational study. There are 27 English Education students on the second semester from 5 groups of ESC in State University of Surabaya as the participants of this study.&nbsp; The data obtained through the questionnaire, observation, questionnaire, and the speaking test and analyzed using Pearson Product Moment in SPSS. The result shows that there is correlation between English Speaking Community level and students’ speaking performance. Thus, students’ can improve their speaking performance by joining ESC offered by the department.</p> <p><strong>Keywords:</strong> <em>English Speaking Community, Speaking Performance, Public Speaking Class</em></p> Fillah Falahiyah ##submission.copyrightStatement## 2021-12-29 2021-12-29 9 03 42 50 The Correlation of Reading Speed and Reading Comprehension in XReading <p>The eminence of Extensive Reading (ER) to improve language acquisition has been widely recognized to develop students’ reading fluency which can be acquired after they were exposed to a huge quantity of written text. Considerable number of studies also found reading speed (as an indicator to measure reading fluency) has a positive correlation with reading comprehension. In this modern era, there is a shift from paper-based ER program to digital online-based ER program with the help of reading platform such as XReading. This present study is categorized as a correlational study since it attempts to know whether or not students’ reading speed have a relationship with their reading comprehension. This study involved 53 students majoring in English Education at one of state universities in Surabaya who take mandatory ER program using XReading platform. The result reported that there was a very low correlation between reading speed and comprehension (<em>r</em> = 0.062).</p> Ita Nur Ekasari ##submission.copyrightStatement## 2021-12-29 2021-12-29 9 03 51 57 EMPOWERING STUDENTS’ READING COMPREHENSION ON EXPLANATION TEXT THROUGH GIST STRATEGY <p>The purposes of this research are to know the improvement of students’ scores in comprehending explanation text after using GIST (Generating Interactions between Schemata and Text) strategy, to explain the implementation of GIST strategy, and to reveal students’ responses towards the implementation of GIST strategy for teaching explanation text. This study used quantitative method to know the improvement of students’ scores. Besides, this study also used qualitative method to explain the implementation of GIST strategy and students’ responses. There were 22 students of XI IPA 1 who participated in this study. The researcher used test, observation, and interview to collect the data. The data were analyzed by using SPSS to know the improvement of students’ scores The result of this research showed that there was a significant improvement from the implementation of GIST strategy to the students’ reading comprehension. It could be seen from the value of the t-test that the students’ scores was higher than the t-table (5.524&gt;2.074). Additionally, the mean score of pre-test which was 72.27 had improved to 89.77 in post-test. The use of GIST strategy made the students easier to understand the main idea of the explanation text. Therefore, it can be stated that GIST strategy gives significant improvement of students’ reading comprehension in understanding explanation text.</p> <p>Keywords: Reading, Reading Comprehension, GIST Strategy, Explanation Text</p> Ayu Indah Nur Chamidah ##submission.copyrightStatement## 2021-12-29 2021-12-29 9 03 58 67 EFL PRE-SERVICE TEACHERS ON THEIR ONLINE STUDENTS TEACHING <p>This study was conducted to describe how pre-service teachers prepared lesson plans, teaching methods, and assessments during online teachiong and explore the challenges of teaching English using an online system in senior high school. This study used descriptive-qualitative design and the number of EFL Pre-service teachers that was recruited as participants of the study were 5 student-teachers. Data were collected using an open-ended questionnaire and interviews through social media. The findings of this research revealed (1) Pre-service teachers developed lesson plans based on curriculum-syllabus, and internet or textbook sources. Assistance from mentor’ school was needed in making lesson plans for online teaching. However, they found it difficult to look for teaching materials, and teaching activities that are suitable for online teaching. (2) Pre-service teachers used synchronous methods using meeting platforms such as Microsoft Teams, Google Meeting, Google Classroom, and Zoom, and those platforms are applicable to use in online teaching. The main problem was technical problem such as loss of connectivity, and students’ difficulties. (3) Pre-service teachers assess their students online at every end of the meeting by asking some questions or giving assignments and submitting them online. In pre-service teacher’s difficulties, they cannot guarantee if their students did not cheat or plagiarism and students willingness to do their assignment.</p> Devina Indah Puspa Rini ##submission.copyrightStatement## 2021-12-29 2021-12-29 9 03 68 76 The Student Responses of Teacher Questioning Probing Strategies to Promote The Student Critical Thinking in Classroom Interaction <p><strong>Abstract</strong></p> <p>&nbsp;<em>The purpose of this study was to determine whether probing strategies </em><em>can </em><em>develop the students' critical thinking. This qualitative research uses a discourse analysis approach. The subject of this research is the students of </em><em>X grade at SMA Paciran. Data collection was carried out through record</em><em>ing, observations, questionnaires, and interviews. The collected data were analyzed through questionnaires and conversational analysis of the probing strategy and student responses to</em><em>&nbsp;probing questioning strategies that were implemented by the teacher. The results showed that the probing strategy c</em><em>an </em><em>support </em><em>the students' critical thinking. </em></p> <p><em>&nbsp;</em></p> <p><strong><em>Keywords:</em></strong> <em>Probing Questioning Strategies, Critical Thinking, Students Responses.</em></p> <p>&nbsp;</p> Dela Rosita Lestari ##submission.copyrightStatement## 2022-01-04 2022-01-04 9 03 77 83 Written Corrective Feedback Provided by the Teacher on Student's Descriptive Writing for Fostering Student's Writing Quality <p>Written corrective feedback is an effective element in a student’s writing process. Therefore, the role of the teacher in giving written feedback on student’s composition is essential since it can assist them to be aware of the error that they have been made, learn about the error, and revise it into the correct form. In conducting this research a qualitative method was employed. The object of this research is the first draft and the final draft of the English Department student's descriptive writing. The researcher used only one student’s descriptive writing that has been rectified by the teacher using written corrective feedback to be analyzed in detail. This research aimed to explain some types of teacher’s written corrective feedback on student’s descriptive writing for fostering student’s writing quality. In this research, documentation was used as an instrument. This research showed that there were two types of feedback given to the student’s work; twelve errors were corrected by using direct written corrective feedback and four errors were corrected by using metalinguistic feedback. The teacher underlined, circled, crossed, and even gave written comments near the errors made by the student. Moreover, after looking at the student’s revised composition, it can be concluded that the students received all the feedback given by the teacher well. It increased student’s self-correcting which had a big impact on improving the quality of student's writing.</p> <p><strong>Keywords:</strong> written corrective feedback, student’s composition, descriptive text.</p> Lailatus Sa'adah ##submission.copyrightStatement## 2022-01-04 2022-01-04 9 03 84 92 The Implementation of Genre Based Approach in Teaching Recount Text to Promote Students' Writing Skill <p>The aims of this research are to know how Genre Based approach is implemented, Genre Based Approach can promote students’ writing competence or not and to know their responses towards it. The researcher designed this research using quantitative method and qualitative method. Quantitative method was used to know students’ improvement in writing and qualitative method was used to know how GBA was implemented and students’ response towards it. Subjects of this research were 1<sup>st</sup> grade students of senior high school. There were 25 participants who actively participated in this research. The data were collected by conducting tests (pre and post-test), doing observation and giving questionnaire. The data were analyzed using SPSS to make it easier to find the result. The first result of this research was that Genre Based Approach was implemented well. All stages were implemented from BKOF (Building Knowledge of Field), MOT (Modelling of the Text), JCOT (Join Construction of the Text) and ICOT (Independent Construction of the Text). Secondly, the implementation of GBA could promote students’ writing competence because the ρ (two-tailed) showed .000 which was less than 0.05. It means that there was significant effect of GBA towards students’ writing. Last, some students were helped with this method especially in understanding a text. Some of them also were helped in different aspects such as understanding the social function, structure of the text, language features and etc.</p> <p><strong>Keywords:</strong> implementation, writing,&nbsp;genre-based approach.&nbsp;&nbsp;</p> <p>&nbsp;</p> Iftitahul Lail ##submission.copyrightStatement## 2022-01-17 2022-01-17 9 03 93 101 Using Fan Fiction as Reading Material for Tenth Grader <p>Reading is the most extensive and intensive skill. Most of learners usually read only a material book that given by government in the class. Some of learner may find the reading text is boring just by read the title. By looking at this situation, it is very important for them to read what they are interested in as a way to develop their reading interest. For example is introducing them to read Fan Fiction. This research is aimed to find out whether fan fictions effective as reading material for teaching English conducted at tenth grade of SMAN 3 Tuban. The researcher decides that this study use experimental research. The research focused on collecting numerical data to explain what was observed. The researcher decided to use Simple Random Sampling Procedure to choose the sample groups. Those groups are X MIA 1 and X MIA 2. The researcher applied Pretest–Posttest Control Group Design to both subjects and with the treatment (only for experimental class) for this study. The researcher give pre-test and treatment to the experimental class (X MIA 1), and in the end the researcher give post-test to accomplish this study. The researcher gets the data analyzed by the test in experimental class. It was analyzed by using Microsoft Office Excel in data analysis; paired sample test of t-test. The outcome of this study pointed out that there was a significant difference score between students score in experimental class that used fan fiction as material and controlled class that did not use fan fiction as reading material for tenth grade.</p> <p><strong>Key Words:</strong><em> Fan Fiction, </em>Reading Comprehension, Reading Material</p> Wahyu Dewi Wulandari ##submission.copyrightStatement## 2022-01-20 2022-01-20 9 03 102 108 Students' Listening Preferences and Perception In Using XReading Audiobook <p>The aim of this study is to portray freshmen students’ listening preferences when using XReading audiobook and to describe students’ perception about the improvement of their English skills after using XReading audiobook for several months. This study used mixed method, both quantitative and qualitative to get sets of data. 80 freshmen students, who were also active users of XReading program, were involved as subject of the study. The data were gathered through the combination of close-ended and open-ended questionnaire followed by interview session for participants who did not give clear answer. The data from questionnaire were analyzed using descriptive quantitative while the data from interview were transcribed and analyzed qualitatively. The result shows that most students prefer to have reading-while-listening activity rather than only listening to audiobook. Students can also take advantages of some features provided in XReading audiobook. In addition, students have positive response about XReading audiobook because it has some benefits and is helpful to improve their English skills especially listening skill.</p> <p><strong>Keywords:</strong> <em>Listening preferences, Students Perception, XReading audiobook</em>.&nbsp;&nbsp;</p> <p>&nbsp;</p> Virlyana Ramadhanty ##submission.copyrightStatement## 2022-01-20 2022-01-20 9 03 109 116 IMPROVING STUDENTS’ NARRATIVE WRITING ABILITY BY IMPLEMENTING DIGITAL PICTURE SERIES IN ONLINE EFL CLASS <p>Writing skill is considered as one of the most difficult skill to be learnt as it is an active productive skill. Students have to learn how to find out ideas and pour it into a certain type of writing product. In narrative writing, students have some difficulties to find idea and to organize the narrative text. Many studies have been conducted to figure out the ways in helping students improve their narrative writing ability. Picture series is one of many proven ways to help students improve their narrative writing. This study emphasized the use of digital narrative writing because during this research was being conducted, classes are conducted online due to Covid19 pandemic. Researcher used a web-side based application called as the media of digital picture series. This study is to prove that the implementation of digital picture series can improve students’ narrative writing ability and also to see students’ response of it. This research is done to 15 students of X MIPA 1 grader in Sekolah Citra Berkat, Surabaya. Researcher used two instruments to find out the data of this study. To find out whether digital picture series can improve students’ narrative writing, writer used pre-experimental research which took students’ pre-test and post-test result and processed using Paired Sample T-test to see the improvement of the narrative writing. Then to determine students’ response towards the implementation of digital picture series, researcher used questionnaire in a form of five-points Likert Scale consist of 21 statements which grouped into 7 topics, which each of the topic consisted of 3 statements. The result of this study showed a significant improvement of students’ narrative writing (2-Tailed) &lt; 0.05 (H<sub>a</sub>). From the questionnaire it can be seen that 80% students agreed that digital picture series implementation is more fun. Based on the result, it can be concluded that digital picture series implementation can improve students’ ability in narrative writing.</p> <p><strong>Keywords:</strong> digital picture series, narrative writing&nbsp;&nbsp;</p> Evani Risa Girsang ##submission.copyrightStatement## 2022-01-20 2022-01-20 9 03 117 123 THE USE OF COOPERATIVE LEARNING TO ENHANCE STUDENTS SPEAKING ABILITY IN ONLINE CLASSROOM <p>This study aims to describe students’ participants when the teacher implements cooperative learning in the classroom. Moreover, this study is aimed to investigate the effectiveness of cooperative learning that is used by the student to increase their ability to speak in English. This study used the qualitative method to get the data. The subject of the study is one group that consists of 5 senior high school students who are actively working in a group. The data were gathered through field notes which were used to take note of all of the information about how the teacher’s and the student's behavior in the classroom to discover the implementation of cooperative learning by the teacher. Then, the questionnaire followed by an interview session was used to get more data from the following question of the questionnaire. This research was conducted in two meetings. The finding of this study showed that cooperative learning is still not effective to implement by the teacher in the online classroom. it showed from fewer students who asked questions during the learning activity. In explaining the field note, the teacher only gives the assignment without monitoring the students’ group works. Then, students must use various media for groups working outside the online classroom that is less of teacher control. However, from the questionnaire followed by the interview, the student claimed that cooperative learning was helped them to reduce their problem of speaking. They stated that from cooperative learning, they could practice their speaking more and get feedback for the mistakes also motivation. They implement cooperative learning through virtual meeting applications and group chatting in WhatsApp features such as voice notes or video calls. The student also gives feedback and advice as a response to their participation in the cooperative learning activity. In sum, the finding of this study showed that the implementation of cooperative learning in an online class was still not suitable but, effective for students’ regular work-study.</p> <p><strong>Keywords:</strong> cooperative learning, Senior High School, Speaking.&nbsp;&nbsp;</p> <p>&nbsp;</p> Jane Theakara Naomi BR Purba ##submission.copyrightStatement## 2022-01-20 2022-01-20 9 03 124 131 The Use of Instagram to Improve Students’ Writing Skills in Explanation Text for Eleventh Grade Students <p>Social media has affected our daily life especially for students in this current era. Students always use social media during their life, and they can learn many things from social media. The most used social media by the students is instagram. This study takes advantage to learn from social media which is instagram especially for English subject. The point of this study is to see if using instagram may help students enhance their writing skills in Explanation Text for eleventh grade students. A quantitative research is applied by the researcher. The method utilized by the researcher was pre-experimental. The participants in this study were eleventh grade students from one of Gresik's Senior High Schools. A total of 32 students were included in the sample. Pre-test and post-test tests were employed as instruments in this study. SPSS Statistics 26 was used to perform the data analysis. The mean post-test score was (79.56), which was higher than the mean pre-test score (67.97). The t-test score was -9.991 with a degree of freedom (df) of 31 according to the data analysis. It signifies that the students' grades differed greatly. As a result, H<sub>0</sub> is denied, but Ha is approved. Therefore, instagram is a beneficial tool for students to learn explanation text through social media. To summarize, instagram can be utilized to help students enhance their writing skills while creating explanation texts.</p> Cariesa Tirta Kencana ##submission.copyrightStatement## 2022-01-23 2022-01-23 9 03 132 138