THE ROLE OF RECALL-RETRIEVAL PRACTICE IN IMPROVING STUDENTS’ ENGLISH ELABORATING ANSWER

Oct 5, 2026

This study examines whether recall-retrieval practice used as an assessment medium improves students’ ability to elaborate English answers. The exercise instruction uses two groups: the first involves 1–5 questions to reinforce critical analysis before answering, and the second uses questions selected from the module. Results show significant differences in recall and retrieval outcomes, with higher scores associated with students’ prior knowledge and English competence. Recall, recognition, and relearning increase moderately (50–60%), and time consumption is a crucial factor. Fifty accounting students participate using observation and questionnaire techniques.

LanguageEnglish

CategoryExam

FormatPDF

Pages6

Reading Time15 min

AccessFree to download

I. INTRODUCTION

II. LITERATURE REVIEWS

THE ROLE OF RECALL-RETRIEVAL PRACTICE IN IMPROVING STUDENTS’ ENGLISH ELABORATING ANSWER Rahmawati Fitriana, SektaLonir Oscarini Wati Bhakti, Ratna Wulaningrum, Fariyanti Fariyanti Accounting Department, Politeknik Negeri Samarinda, Samarinda,Indonesia Civil Engineering Department, Politeknik Negeri Samarinda, Samarinda,Indonesia [fitri@polnes.ac.id](fitri@polnes.ac.id) Abstract. One of the media/technique used in assessing to the students is recall-retrieval practice which propose to give maximally answer by generating and elaborating of the question given. This study is to know whether recall-retrieval practice as media of assessing of the students progress will improve the students elaborating answer ability. The instruction of doing the exercises is consisted of two parts, First part, the students are asked to do the first group exercises which consisted of 1 to 5 questions and second part, the questions is taken from selected exercises on the module used. All the questions are rendered to the students by divided into several questions. The first group question is asked to reinforce the students’ critical analysing before answering the question. Process of recalling which have been retrieved in both of group types question is also result significantly different. During exposure of the students by generating, elaborating, critical analysing, to those students whom get higher score is the students who have prior knowledge and English competence and was averagely very good. While the second questions is based on the questions found on the module used which make the students ease to have appropriate answer, so not much exposure increased. On the process of retrieval practice, recall, recognition, and relearning, is moderately increased, is 50-60% . Time consuming is one of the crucial factor to be considered. Fifty students form accounting department are involved on this study, and by taking observation and questionnaire techniques of taking data. Learning outcome is expectedly to lead the students’ exposure much and increase critical thinking skill and is also to be developed and increased in classroom setting in the term of recalling-retrieval practice. Key words: recalling-retrieval practice process, elaborating answer ability, students ‘critical analysing. I. INTRODUCTION In teaching learning process, to give testing or assessing is one of the keys of the lecturers to know the progress of the students’ achievement. In giving testing or assessing of the students, the lecturers will employ various technique or to evaluate their students’ competency, particularly in increasing of the students’ English outcome. One of the media tests which often to give to the students, which is called retrieval practice, popular term is recalling for information. [1] clarify that to maximize of the using of recall-retrieval practice, educator should pay attention much how this techniques will be regularly applied and get increased outcome. Other scholar also analyse how the effect to of the retrieval practice in classroom setting,[2], concluded that the students get higher score when recalling test is applied than recognition test. However, it also have critical from [3] study which clarify that this technique will be inappropriate for long term retention testing given. It is because there are many aspect subject that will be indirectly influence when the test given, for example: the question given is needed to elaborate in details, however the students finally can not get the point, even the first phase she/he is able to do so, however the rest ofthe developing question give, it is unsuccessful answered. This is what it is called long term retention that is not much helped the students outcome/quality answer. Meanwhile,[4] concluded, that there is plus and minus to employ the short-term recall of listeners as a tool of students’ improving on presentation. And then [5] also clarified that open-domain-question is needed a risk

FAQs

What is the purpose of using recall-retrieval practice in this study?

To test whether recall-retrieval practice as an assessment medium can improve students’ ability to elaborate English answers and their overall answer quality.

How are the students’ exercises organized in the two-part instruction?

Part one uses a first group of exercises consisting of 1 to 5 questions, and part two uses questions taken from selected exercises on the module.

What impact does recall-retrieval practice have on students’ learning outcomes?

On the recall process, students’ recall, recognition, and relearning increase moderately (about 50–60%). Students with higher scores tend to have prior knowledge and stronger English competence.

Oct 5, 2026

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