http://prosiding.unirow.ac.id/index.php/retco/issue/feedThe Proceedings of International Conference: Ronggolawe English Teaching Conference (RETCO)2023-03-02T07:39:33+00:00Agus Wardhonoretcounirow@gmail.comOpen Journal Systems<p>The Proceedings of International Seminar of The Ronggolawe English Teaching Conference (Retco). This Seminar was held by the English Language Education Study Program of the University of PGRI Ronggolawe Tuban, we published the proceedings for giving lecturers, teachers, and students of sharing their creativity in the field of English Foreign Language Teaching and Learning.</p> <p>Publisher : English Language Education Study Program, Universitas PGRI Ronggolawe Tuban</p> <p>Address : Jl. Manunggal 61 Tuban</p>http://prosiding.unirow.ac.id/index.php/retco/article/view/1821Linguistics and EFL Teaching Theories : The ‘Best’ Method2023-02-25T04:09:41+00:00Abbas Achmad Badib abbasach@gmail.com<p>This paper will address several issues or topics which are interrelated: (a) the comprehensive review of the developments or the evolutions of linguistic theories from the rather distant past, the past and the present, and the projected trends, (b) which of the <br />linguistic theories have been adopted by the EFL teachers and the reasons and the reasons for adopting those theories, (c) the contributions and the dominant linguistic theories which have applied, including translation studies, to the process of teaching and learning as a foreign language, successful or not, and why, (d) whether the EFL teachers (applied linguists) could <br />or could not catch up and cope with the developments of linguistic theories and the implications and consequences of failing, (e) the processes by which first, second and foreign languages and cultures are acquired, viewed from various theories, including <br />biolinguistics/neurolinguistic, and (f) whether there is such a thing as the ‘best’ method. The last part of this paper will look particularly at the impact of foreign language learning on (a) the quality of the language (sustainable, reduced or loss) and cultural <br />achievements (sustainable or losing cultural identity) and (b) whether learning a foreign language, for example English, will reinforce our own cultural identity, both locally and nationally; thus learning a foreign culture which is built in the foreign language can help <br />preserve our own cultural heritage, not necessarily sacrificing our own culture. Judging from the position above we could expect that the Indonesian people who are mostly bilingual and multilingual could learn English without necessarily having allegiance to <br />the foreign culture. Instead, learning English is expected to strengthen our being multilingual in which we become a group of global community with a distinct identity such as Singaporean English, Malaysian English, Australian English, Papua New Guinea English and <br />so on. The challenge is now how to design or redesign the existing curriculum and the teaching material which suit our purposes to achieve the communicative competence in the widest sense.</p>2023-03-02T00:00:00+00:00Copyright (c) 2023 The Proceedings of International Conference: Ronggolawe English Teaching Conference (RETCO)http://prosiding.unirow.ac.id/index.php/retco/article/view/1820English Teaching - The ‘Best Method’2023-02-24T09:41:39+00:00Dee Johnsondeej@gmail.com<p>Firstly let us look atour theme for today. English teaching - the ‘best’ method? There is a question mark? So is there a ‘best method?’ Let’s also look at the words ‘teaching’ and ‘method’. How about instead of teaching we look at what really matters -which is learning? I think we worry far too much about what we do, about our input rather than how and what the students learn. We can tell them everything in the curriculum but 1% is remembered because they weren’t involved. Better give 10% that they enjoy and remember-the rest they can do themselves IF they like it. As for method, well it’s a way of doing something, but it can also mean putting things in order; There are methods for making cakes, growing plants-some say water, some no water and so on; and bringing up children! Sometimes I think there are as many ways of bringing up children as there are families! Some parents care and worry, others take it easy-children fall and hurt themselves, they have to cry-that’s life and so it is! But the babies, the children, the adults-we all survive somehow and we all learn language! So let us look at some ‘methods’ for teaching language: Grammar/translation: Silent Way: Communicative Competence: Complete Immersion: Natural Way: Task-based: Situational learning</p>2023-03-02T00:00:00+00:00Copyright (c) 2023 The Proceedings of International Conference: Ronggolawe English Teaching Conference (RETCO)http://prosiding.unirow.ac.id/index.php/retco/article/view/1819Bridging Critical Discourse Analysis to Language Teaching2023-02-24T06:52:42+00:00Bibit SuhatmadySuhatmady@gmail.com<p>The collaboration between the theory of classroom discourse and critical discourse analysis (CDA) has an importance contribution to the development of both theories. This collaboration prospectively contributes to the occurrence of a developing critical classroom discourse analysis (CCDA) theory. Hence, the idea of bridging CDA to language class is one of a significant contribution to the development of CCDA theory. This article presents the metamorphosis of classroom based analysis from the classroom interaction analysis (CIA) to classroom discourse analysis to critical classroom discourse analysis (CCDA) and the concepts of language teaching and language learning.</p>2023-03-02T00:00:00+00:00Copyright (c) 2023 The Proceedings of International Conference: Ronggolawe English Teaching Conference (RETCO)http://prosiding.unirow.ac.id/index.php/retco/article/view/1818Teacher’s Acts to Activate Learners in Classroom Interaction2023-02-24T05:33:05+00:00A. Dzo’ul Milala_milal@yahoo.co.id<p>One of the key factors contributing to the success of language learning is the learners’ active involvement in the classroom interactional activities. One of the ways to promote such active engagement is the teacher’s performance of acts, such as eliciting, prompting, giving instructions, checking comprehension, grouping/pairing, nominating, commanding, stimulating, encouraging, offering, asking, etc. to which learners’ responses are either verbal or physical. When learners are frequently active <br />in producing utterances, it is more likely that language learning and/or acquisition is effective. This paper tries to describe and explicate teacher’s performance of acts which are capable of stimulating learners to be more actively engaged in classroom interaction. Hence, language learning process is more successful.</p>2023-03-02T00:00:00+00:00Copyright (c) 2023 The Proceedings of International Conference: Ronggolawe English Teaching Conference (RETCO)http://prosiding.unirow.ac.id/index.php/retco/article/view/1817Content Based Instruction in EFL Contexts2023-02-24T05:13:07+00:00Muhammad Sufyan Hadisoft_yarn@yahoo.com<p>Content based instruction (CBI) is a teaching method that emphasizes learning about something rather than learning about language. Although CBI is not new, there has been an increased interest in it over the last ten years, particularly in the USA and Canada where it has proven very effective in ESL immersion programs. This interest has now spread to EFL classrooms around the world where teachers are discovering that their students like CBI and are excited to learn English this way. Content Based Information (CBI) is a powerful innovation in acquiring & enhancing a language. In its best form, language lessons are blended with stimulating content. The <br />students focus on the subject matter than the language learning process. Supporting students' success by engaging them in challenging & informative activity helps them learn complex skills. The students learn language automatically. Because CBI isn't explicitly focused on language learning, some students may feel confused or may even feel that they aren't improving their language skills. Deal with this by including some form of language focused follow-up exercises to help draw attention to linguistic features within the materials and consolidate any difficult vocabulary or grammar points. The integration of language & content teaching is perceived by the European Commission as "an excellent way of making progress in a foreign language". CBI effectively increases learners' English language proficiency & teaches them the skills necessary for the success in various professions. With CBI, learners gradually acquire greater control of the English language, enabling them to participate more fully in an increasingly complex academic & social environment. Lastly, try to involve your students. Get them to help you decide what topics and <br />subjects the lessons are based around and find out how they feel this kind of lessons compares to your usual lessons. In the end they will be the measure of your success.</p>2023-03-02T00:00:00+00:00Copyright (c) 2023 The Proceedings of International Conference: Ronggolawe English Teaching Conference (RETCO)http://prosiding.unirow.ac.id/index.php/retco/article/view/1816Chit Chat Strategy in Teaching Speaking (Transactional and Interpersonal Expression) (Adoptive Strategy in Teaching English)2023-02-23T16:07:32+00:00Moch. Maskurimochammadmaskur@gmail.com<p>This article discusses the chit-chat strategy in teaching speaking. Speaking is an expressive language skill in which the speaker uses the language to communicate. In teaching speaking, the teacher should have a strategy that fulfills the students' interest, so they can enjoy learning. Chit-chat is one of the interesting strategies in teaching speaking. It can be used to make students active in communicating with other students. This strategy will give the students enough opportunity in having conversation. Chit Chat is adopted from Communicative approach. The characteristics of this game are derived from CA. The activity in this strategy gives the students more opportunity. It is proved in the implementation of this game that the game provides the students with enough preparation. So the students will be ready to communicate in the process of teaching and learning speaking.</p>2023-03-02T00:00:00+00:00Copyright (c) 2023 The Proceedings of International Conference: Ronggolawe English Teaching Conference (RETCO)http://prosiding.unirow.ac.id/index.php/retco/article/view/1815Enlightened, Eclectic Approach in English Language Teaching2023-02-23T15:43:47+00:00Christina Innocenti Tumiar Panggabeanchristina306.cp@gmail.com<p>English language teachers need to explore what works and what does not work in a certain ELT context, applying what Brown (2001) names an enlightened, eclectic approach or a principled approach. They are suggested to explore all language teaching approaches or methods since no single approach or method is best suited for all teaching contexts. This paper also shows that up to the present the principles of Communicative Language Teaching is a generally acceptable norm in language teaching field which has been adopted in some current concepts of language teaching such as Learner-Centered Instruction, Cooperative and Collaborative Learning, Task-Based Instruction. Despite the well informed principles underlying CLT, teachers need to be aware of its implementation considering different contexts of teaching each teacher may face.</p>2023-03-02T00:00:00+00:00Copyright (c) 2023 The Proceedings of International Conference: Ronggolawe English Teaching Conference (RETCO)http://prosiding.unirow.ac.id/index.php/retco/article/view/1814Integrating Grammar Into Task Based Learning2023-02-23T15:33:39+00:00Risa Triassantitriassantirisa@gmail.com<p>Though grammatical competence is included as one important component of communicative competence, it is likely to be ignored in communicative teaching. It is implicitly taught in other skill such as speaking and reading. Grammar needs to be "packed" in different way that facilitates communicative situation. Therefore, grammar is not considered as the boring subject anymore. An alternative solution of this typical problem is integrating grammar explicitly using task based learning. Tasks based leaning can present grammar as the central topic in class. In these task, the process of learning is a process of obtaining information, dealing with information, analyzing problems and solving problems. The purpose of language learning is not just learning grammar knowledge, but the practical use of grammar knowledge. This paper attempts to explore the rational of teaching grammar through tasks, principles and classroom characteristics. It also provides lesson plan that is designed to bridge the gap between structural topic and meaningful activities.</p>2023-03-02T00:00:00+00:00Copyright (c) 2023 The Proceedings of International Conference: Ronggolawe English Teaching Conference (RETCO)http://prosiding.unirow.ac.id/index.php/retco/article/view/1813The Effectiveness of Using Cooperative Learning Strategy in on English Literature Lesson in University of PGRI Ronggolawe Tuban Improving Students' Motivation2023-02-23T15:00:24+00:00Dyah Kurniawatidisakurnia@yahoo.com<p>A language is a systematic means of communication by the use of sounds or conventional symbols. It is the code we all use to express ourselves and communicate to others. It is a system for communicating ideas and feelings using sounds, gestures, signs or marks. A language is the written and spoken methods of combining words to create meaning used by a particular group of people.</p> <p>One type of learning strategy to be discussed in this paper is cooperative learning. Cooperative learning is a teaching arrangement that refers to small, heterogeneous groups of students working together to achieve a common goal (Kagan, 1994). Students encourage and support each other assume responsibility for their own and each other's learning, employ group related social skills, and evaluate the group's progress. Human beings are social creatures by nature and cooperation has been used throughout history in all aspects of our lives. Therefore, it follows that cooperative learning groups in schools would be used as a logical teaching method.</p> <p>In teaching learning process, students' motivation is very essential. Students motivation in learning English can be a good modal for enhancing the teachers' objectives in their class. Because of the importance of motivation, the teacher should be more creative in order to enhancing students' motivation in the class. It' is necessary to apply an effective learning technique remembering learning strategy is one of the important tools which bring the significant role in the learning process.</p>2023-03-02T00:00:00+00:00Copyright (c) 2023 The Proceedings of International Conference: Ronggolawe English Teaching Conference (RETCO)http://prosiding.unirow.ac.id/index.php/retco/article/view/1809Real World Tasks in The Teaching and Learning of English2023-02-23T14:13:29+00:00Fathul Muinmymuin_3sari@yahoo.co.id<p>The purpose of this paper is: 1) to contribute to the overall effectiveness of the learning process because the learners see the activity as relevant to their learning needs, and 2) to derive from authentic sources reflecting real world tasks to involve learners in the practical use of the language.</p> <p>Real world tasks or target tasks are communicative acts the learners achieve through language in the world outside the classroom which involve learners in comprehending. manipulating, producing or interacting in the language while their attention is principally focused on meaning rather than forms. The priority is not the bits and pieces of language, but rather the functional purposes for which the language must be used.</p> <p>The use of authentic materials and media can reinforce for students the direct relationship between the language classroom and the outside world. When lessons are centered on comprehending real world tasks, students tend to focus more on content and meaning rather than the language itself. This offers students a valuable source of language input, so that they are not being exposed only to the language presented by the text and the teacher. In addition, real world tasks increase motivation to learn in students as well as renew interest in the subject matter.</p>2023-03-02T00:00:00+00:00Copyright (c) 2023 The Proceedings of International Conference: Ronggolawe English Teaching Conference (RETCO)http://prosiding.unirow.ac.id/index.php/retco/article/view/1812The Use of Playing Magic Tricks in English Language Learning2023-02-23T14:46:56+00:00Budi Susatyomrbudicobusat@gmail.com<p>Playing Magic Tricks is a 'real life 'activity which can be integrated and brought into the classroom. It has sometimes been defined as a natural language activity in which the students are involved in the teaching and learning process. That is one way of being entertaining to motivate the students to speak and pay attention to the teacher. It can take place everywhere and at any time. Most children and adults like playing magic. This is mainly because they regard playing magic tricks is as communicative games. The writer does agree that it was also stated that one of the most characteristic features of communicative language teaching is that it pays systematic attention to functional activities.</p>2023-03-02T00:00:00+00:00Copyright (c) 2023 The Proceedings of International Conference: Ronggolawe English Teaching Conference (RETCO)http://prosiding.unirow.ac.id/index.php/retco/article/view/1811Using Drama Techniques as Communicative Activities in Teaching English2023-02-23T14:33:29+00:00Krishna Ika Saputraikasap@yahoo.com<p>English language teaching which is done so far mostly fails in reaching its goals. Even after years of English teaching, the learners do not gain the confidence of using the language in and outside the class.</p> <p>The purpose of English teaching is to create learners who are communicatively competent. Being communicatively competent means that the learners are able to use the language actively in real communication. To achieve this goal, teachers of English should provide instructional materials as well as situation in which students have the opportunity to produce the language in context. One of the possible ways is by applying drama techniques namely Role Questioning. Telephone Conversation and Thought Tracking.</p> <p>Using drama to teach English results in real communication involving ideas, emotions, feelings appropriateness and adaptability; in short an opportunity to use language in operation which is absent in a conventional language class. In addition, the four skills can be covered with these activities.</p>2023-03-02T00:00:00+00:00Copyright (c) 2023 The Proceedings of International Conference: Ronggolawe English Teaching Conference (RETCO)http://prosiding.unirow.ac.id/index.php/retco/article/view/1810The Development of Methodologies and Approaches in Language Teaching2023-02-23T14:23:11+00:00Mansurmansur.7111964@gmail.com<p>Language is very important for human life. They need it for their daily lives to communicate. Language has very close relationship toward societies. It can't be separated from societies or cummunities. When there is a community there must be language. Besides using language for communication human being also use language for other reasons like enjoying literary works, reading books and so on. Knowing the important of language, through out history foreign language learning has always been an important practical concern. Whereas today English is the world's most widely studied foreign language, before Latin was the dominant language of education, commerce, religion, and government in the western world. Teaching English at that time was still based on the principles used in teaching Latin.</p> <p>In 1940s, when the need of mastering foreign languages, especially English, became very important, linguists were called to aid language teaching. The linguists at that time thought that the existed theory was not relevant anymore to teach English. They, then. proposed some theories about nature of language that become basis of language teaching untill nowdays. Bloomfield proposed a theory which is called structural linguistics or it is wellknown as structuralism. This theory became fondation of audio-lingual method which was in 1940s widely used in America and even now is still used in most parts of the world. But it is finally found that the theory is almost similar with traditional ways of teaching and learning Latin, that is, by using repitition and drill.</p> <p>In 1960s Noam Chomsky, a prominent linguist from America wrote a book entitle syntactic structure which became very famous. In this book Chomsky discussed the theory of transformational generative grammar that become basis of his theory called cognitive code learning and it is wellknown as cognitivism. Chomsky rejected structuralism. He said that language is not a set of habit. Human being, according to him has great ability in mastering language not just a result of habit-formation.</p> <p>This short article discussess language teaching approaches and methods which have strong relation with theories of behaviourism and cognitivism. The methods and approaches which are discussed are grouped into two types, namely the methods and approaches based on behaviourism and the approaches based on cognitivism.</p>2023-03-02T00:00:00+00:00Copyright (c) 2023 The Proceedings of International Conference: Ronggolawe English Teaching Conference (RETCO)http://prosiding.unirow.ac.id/index.php/retco/article/view/1808Whole Brain Teaching (WBT) Makes Our Classroom Fun2023-02-23T14:02:03+00:00Nowo Setyawannowo@yahoo.com<p>One of the major objectives of teaching a foreign language is to enable the learners to become autonomous, that is the ability to continue learning the English language without the teacher's assistance. The teacher should find the most suitable method or technique during teaching and learning process. There are a lot of techniques or methods, one of them is Whole Brain Teaching (WBT) known as Power Teaching. The paper briefly discusses some of learning styles used by our students and one alternative techniques that creates fun for the learners is W BT or Power teaching.</p>2023-03-02T00:00:00+00:00Copyright (c) 2023 The Proceedings of International Conference: Ronggolawe English Teaching Conference (RETCO)http://prosiding.unirow.ac.id/index.php/retco/article/view/1823Factors Affecting Quality of English Language Teaching and Learning Using Multimedia in Schools2023-02-25T05:31:58+00:00Agus Wardhonoagusward@gmail.com<p>This paper examined the factor responsible for the poor quality of the teaching of English as a second language in schools. To guide the study three research questions were posed. The questions examined the following three variables: (1) Frequency of the use of instructional media; (2) Frequency of the use of media intructional techniques; and (3) The school learning environment.</p> <p>It revealed that english language teachers do not frequently use modern instructional technologies and variety of teaching techniques in their English language lessons.</p> <p>This paper addresses research into learners' perceptions of the usage of multimedia, self- evaluation of one's performance in individual practice and reflections on practical ways of improving students' skills. Some implications of research are suggested including a blended learning, i.e combination of multiple approaches to learning by harmonizing all language skills with classroom audition activities in teaching/learning English for Specific Purposes.</p>2023-03-02T00:00:00+00:00Copyright (c) 2023 The Proceedings of International Conference: Ronggolawe English Teaching Conference (RETCO)http://prosiding.unirow.ac.id/index.php/retco/article/view/1822Should The Teacher Know The Student's First Language? Strategies in Teaching Methods2023-02-25T05:21:02+00:00Jozina Vander Klokjozina.vanderklok@mail.mcgill.ca<p>When teaching English, is it important to know the mother tongue of your students? In this paper, I discuss the advantages and disadvantages whether a teacher knows the first language of their students or not. For example, an advantage of knowing the first language is being able to quickly understand student's language use, such as using English vocabulary but still using the syntax of their first language. However, this knowledge may then be a disadvantage if the teacher and/or student only relies on translation as a teaching method. In looking at these advantages and disadvantages, I explore defferent teaching methods for when the teacher does understand the student's mother tongue and when the teacher does not, in order to exploit the best method in each respective situation.</p>2023-03-02T00:00:00+00:00Copyright (c) 2023 The Proceedings of International Conference: Ronggolawe English Teaching Conference (RETCO)