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ELT Echo
ISSN : 25495089     EISSN : 25798170     DOI : -
ELT Echo is published twice a year i.e on June and December by the Department of English Language Teaching, IAIN Syekh Nurjati Cirebon. It welcomes a wide range of topics in the area of English Language Teaching particulalry in English as Foreign Language (EFL) context, which the focus ranging from issues in second language acquisition, language teaching skills (listening-speaking-reading-writing), grammar (traditional and functional), core linguistics (phonology, morphosyntax, semantics) and macrolinguistics (pragmatics and discourse analysis).
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Articles 61 Documents
MOTIVATION AND LEARNING STYLE: DO THEY CORRELATE WITH LANGUAGE PROFICIENCY? Kamiludin, Udin
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 4, No 1 (2019): Articles
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (146.818 KB) | DOI: 10.24235/eltecho.v4i1.4218

Abstract

This paper discusses the issues of motivational orientation, learner types and their relationship with English Language Proficiency among the students of semester one in the academic year 2018 / 2019 at the State Institute of Islamic Studies Syekh Nurjati, Cirebon. It is a survey research. The data were obtained through the questionnaires i.e. the Attitude / Motivation Test Battery (AMTB) developed by R.C Gardner, and “How do you learn best?” adapted from K. Willing’s model. And the Standardized Test of English was designed adopting the TOEFL model. The statistical software such as SPSS was employed to analyze the data.The results show most of the participants are instrumentally motivated learner and are communicative as well as teacher-oriented types, and majority of them are of medium level of English Language Proficiency.Furthermore, the findings reveal that an integrative motivated learners scored better than  instrumentally motivated learners in English Language Proficiency Test. This means motivation correlates with English Language Proficiency. Whereas, learning style does not correlate with English Language Proficiency. However, the result of correlation test confirms the r score (0.456) is more than t table score (0.2441); which means the H0 hypothesis is rejected. Thus, Motivation and Learning Style correlate with English Language Proficiency. The findings led to conduct further research on motivating students as to improve their level of English language proficiency.
REVEALING PROCESS-BASED AND WRITERS’ CHOICE OF ACADEMIC ESSAY WRITING IN UNDERGRADUATE EFL LEARNERS Auliyah, Rahmawati; Arrasyid, Farouk Imam
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 4, No 1 (2019): Articles
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (132.173 KB) | DOI: 10.24235/eltecho.v4i1.4478

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This research are to describe the process-based academic writing plays the role in essay creationin the argumentative essay from EFL learners; to describe the writer’s choice contributing in academic essay writing of EFL in undergraduate by using rhetorical patterns; and to describe the weaknesses and strengths of process-based and writer’s choice role; This research uses the descriptive qualitative. The data sources of this research are argumentative essays from ELTD, sixth semester in undergraduate IAIN SNJ Cirebon. The text was taken from the students who followed GBL lesson in previous semester. The instrument is the researchers theirself. The techniques of collecting data that is used by the researchers are questionnaire, interview transcript, audio recording and document. The result of this research is different with the previous research. In this research, the researcherss shows essay’s writing process in detail, contribution of rhetorical patterns in essay’s creation and how strength and weakness the process also the pattern in essay. To the role of process-based stages here are more than half of efforts in making essay, means certain stages are very useful to the students as the author here. The examples are pre writing, editing and revising, and responding. Then, the patterns help the students as the author to arrange their essay. Both are giving big contribution to communicate the text to the readers. This is such as using marker (Mk 1, Mk 2 and Mk 3) as the signal or bridge among the sentence or the paragraph. However, both of them still have their own to be applied to the EFL learners
TEACHERS’ ROLE IN HANDLING MULTICULTURAL’ CLASSROOM; OVERVIEW ON TEACHING STRATEGIES AND MEDIA mubaraq, yasyir fahmi; Hermaniar, Yulieda; Palupi, Tri Winindyasari
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 4, No 1 (2019): Articles
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (114.377 KB) | DOI: 10.24235/eltecho.v4i1.4266

Abstract

Multicultural classroom deals with variety of students’ background in terms of mother tongue, etnicity, and culture. In the teaching and learning process, the variety is considered in deciding the appropriate strategies in media. Therefore, the discussion on teaching strategies as well as the media used applied in the classroom is considered important. This research is aimed at finding out those aspects in the perspective of descriptive qualitative study. The subject of the study are English teachers who teach at vocational school with various majors. the data obtained through observation are analized descriptively using Cresswell’s stages; transcribing, coding and classifying, interpreting, and drawing the conclusion. The result of this research shows that teachers still take significant role in classroom. Teachers’ strategies and media are also decided based on students’ characteristics from different kind of school.
The New Facilitators’ Strategies in Managing Online Discussion of the Second IMOOC nor, hidayah
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 4, No 1 (2019): Articles
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (139.542 KB) | DOI: 10.24235/eltecho.v4i1.4425

Abstract

The second Indonesian Massive Open Online Course are the collaboration between Regional English Language Office (RELO) and the Embassy of United States of America in Jakarta introducing the use of technology for autonomous learning as the new insight for the participants that focuses on recruiting pre-service English teachers, English Teachers (Elementary school, junior high school, or senior high school teachers), English lecturers in the university around Indonesia. The purpose of this research was to describe qualitatively the second MOOC new facilitators’ strategies in managing online discussion and whether they were affected by their own facilitators’ strategies when they joined as the participants of the first Indonesian MOOC. There were eight new facilitators who came from different regions in Indonesia such as Rembang, Salatiga, Surabaya, Solo, Semarang, Malang, and Banjarmasin. The data were collected through a Questionnaire. The results of this research shown that there are various strategies that have been applied by the new facilitators including design questions that particularly get on-topic discussion carefully, help online learners in providing a guideline for the preparation on-topic responses, present rules for those who choose off-topic comments explicitly, state the expectation for online discussions participants to stay on a topic, set alternative locations for off-topic discussions, screen all postings and put off-topic posts to alternative locations with an explanation to participants, incorporate a reminder that responses stay on a topic with all posted questions, reword the original question when responses are going in the wrong direction, provide discussion summary regularly, give warning privately and corrective suggestions to learners who submit off-topic comments, give a reward for those who keep on a topic, and offer a grade for those who keep on a topic. This is really helped the second Indonesian MOOC participants to make the discussions contains more cognitive presences and they can accomplish the course and gain a new knowledge from this online course. Keywords: IMOOC, Facilitators’ strategies, Indonesian Massive Open Online Course, Online discussion
INVESTIGATING EFL LEARNERS’ INQUIRY PROCESS IN ACADEMIC READING hidayat, Hendi; sumadi, sumadi
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 4, No 1 (2019): Articles
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (96.881 KB) | DOI: 10.24235/eltecho.v4i1.4461

Abstract

For a higher-order comprehension, academic reading class at IAIN Syekh Nurjati Cirebon is designed to develop the EFL learners’ critical reading, and to draw their awareness to the relationship between reading and writing. The study was intended to find out how the students are engaged critically to respond to academic texts, and express an informed opinion on issues addressed in a written form. The idea of reading response is influenced by the work of Rosenblatt. For her, reading transaction is an active event. Although this theory was widely applied in literature major, but the writer sees such a valuable thing to bring this theory into academic reading setting. Qualitative data are presented, which demonstrate how critically minded these learners are when engaging with texts. The author gathered data for this analysis by conducting observation, interview and document analysis of learners’ written work.This article concludes with suggestions for how teachers can develop their own critical literacy approach to texts and units. The research concludes that the EFL learners presented in this study established a careful selection of texts, activation of their background knowledge, questions to the author’s ideas, intertextuality for answering the questions, and reflection in finishing their product.
Retelling Local Legends: Implementing CIRC In Teaching Writing Narrative Text Putri, Bella Maidiya; wijaya, sayid
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 4, No 1 (2019): Articles
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (146.315 KB) | DOI: 10.24235/eltecho.v4i1.4210

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Abstract: Introducing local legends is crucial for students to preserve their existence. However,  many students in SMAN 1 Katibung South Lampung found it difficult to retell narrative text in writing, especially local legends, because they are lack of grammar and vocabulary and they found it difficult to develop and to express their ideas in making narrative text writing. Therefore, the research applied Cooperative Integrated Reading and Composition (CIRC) technique as an effective technique to students which allowed them to work cooperatively with their friends in a group. The research methodology was quasi experimental design, pretest-posttest design. The population of this research was the eleventh grade of SMAN 1 Katibung South Lampung. Two classes consisting of 30 students for experimental class and 28 students for control class were taken as the sample. In collecting the data of pretest and posttest, writing test was used. The data were analyzed by using SPSS to calculate Independent Simple t-test. From the data analysis, it was found that the result of t-test was Sig. (pvalue) = 0.000 < α = 0.05. Therefore, Ha is accepted which meant that there was influence of using CIRC technique towards students’ writing ability. Keywords: Cooperative Integrated Reading and Composition (CIRC), students’ writing ability, local legends, quasi experimental research 
THE PERCEIVED CHARACTERISTICS AND ADVANTAGES OF INFORMATION GAP ACTIVITIES IN LEARNING SPEAKING AT ENGLISHOPEDIA Amalia, Ana Resti
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 4, No 1 (2019): Articles
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (94.516 KB) | DOI: 10.24235/eltecho.v4i1.4007

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In EFL context the necessity of English, chiefly speaking skill is demanded when it comes as requirement for continuing higher education and facing cross-cultural communication. Information gap activity is considered to imply for developing students’ intelligence and ability to communicate and interact in real-situation. This research aims at explaining the implementation of information gap activities at Englishopedia and how students perceive the activities. The researcher used qualitative observational study, which the data were collected from observations, interview and documents. This research conducted in Englishopedia with 33 students during observation and 3 participants during interview were involved in this research. The research findings revealed that information gap activities facilitating the students in practicing speaking. The most prominent information gap activities were conversation through pair-work. Furthermore, the students were enthusiast in terms of pair-work activities, because it gave them new ideas, triggered to speak to other participants and enrollment of native speaker, thus establish students’ motivation to learn and using English.
AN ANALYSIS OF CULTURAL CONTENT IN THE TEXTBOOK “PATHWAY TO ENGLISH” FOR SECOND GRADE IN SENIOR HIGH SCHOOL Nurjanah, Ine; Umaemah, Amroh
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 4, No 1 (2019): Articles
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (172.56 KB) | DOI: 10.24235/eltecho.v4i1.4536

Abstract

Abstract: Some teachers English only focus on  students’ four skills and do not introduce about  the culture, especially in learning English. Then, the student don’t know about the culture.  Cultural content is not taught directly. It can introduce through the textbook. So this way the important thing to the teacher should choose the appropriate textbook for teaching and learning language without leaving the culture that represented in the textbook. This research investigates the representation of culture-related contents in English textbooks entitled “Pathway to English” that published by Erlangga for second grade in senior high school in Indonesia. A content analysis of these textbooks was conducted, using two aspects of culture, ‘cultural categories’ and the ‘cultural dimensions’ as the evaluation framework. In this research analayzed 14 chapters, 53 reading passages that was analyzed. Based on the result of the data that was analyszed. The are two aspect that present in this research. The first aspect is the cultural categories of Cortazzi and Jin (1999), and that has most huge amount of the porpostion is target culture. The country that use English as official language. Next, the other cultural categories that has small part  is local culture and the last which has the the smallest part is international culture. The second aspect is five dimentions of Moran’s theory (2001). The most that has huge amount of porpotion in five dimentions is product the second part is person and community. Practice and perspective are the small part that represent in the textbook. 
THE USE OF RAFT STRATEGY TO IMPROVE THE STUDENTS’ WRITING ABILITY Umaemah, Amroh; Latief, Mohammad Adnan; Irawati, Eny
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 1, No 1 (2016)
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (244.842 KB) | DOI: 10.24235/eltecho.v1i1.951

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Abstract: Teaching English writing for the students of junior high school level needs high creativity, the students have to be encouraged to study hard to gain writing competence. Additionally, the students themselves face many problems: the lack of vocabulary and poor knowledge of grammar. The objective of the study is to improve the students’ writing ability using RAFT strategy employing classroom action research (CAR) design involving two cycles, three meetings each. The observation to see the result of the implementation used questionnaire, observation checklist, writing test and field notes. The expected criteria of success were that all the students achieve the minimum passing grade 55 and 75% of them involve actively in the implementation of the RAFT strategy. Thirty students of grade 8 of MTs Salafiyah Syafiiyah Babakan Ciwaringin Cirebon West Java participated in the study. The finding shows the implementation of RAFT strategy was successful to improve the students’ writing ability. All the students achieved the score at least 55 and 74.24% of them actively involved in the process of teaching and learning.  Key Words: RAFT strategy, improve, writing, ability.
PROCESS TYPES IN EFL LEARNERS’ NARRATIVE TEXT: A PORTRAIT ON LINGUISTICS AND GENDER CONNECTIONS Williyan, Aldha; Bumela, Lala
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 1, No 1 (2016)
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (384.37 KB) | DOI: 10.24235/eltecho.v1i1.969

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Abstract: This present study explores the female and male EFL learners’ process types in their narrative text to connect the linguistics and gender. According to Bank (2007, 3-4) school help to shape the sex-role socialization theorists: that is, the theory which focuses on how people learn the role of male and female in the society.  Thus, this study is intended to: 1) find out the differences between both female and male in term of process types in narrative text, 2) find out the relation between gender of writers and the choice of process types in writing narrative text. This study shows that female EFL learner uses eleven process types; material (37%), attributive intensive (22,6%), mental affection (7,5%), behavioral (7,5%), identifying intensive (6,1%), mental perceptive (5,4%), verbal (4,8%), attributive possessive (4,1%), mental cognition (2,7%), causative (1,3%), and existential process (0,7%).  In contrast, the male respondent tends to use and produce only nine kinds of process types in his narrative text.  Those process types are the material (47%), Verbal (13,3%), behavioral (12,2%), attributive intensive (8,1%), identifying intensive (5,8%), mental cognition (4,6%),  mental perceptive (4%), attributive possessive (3,4%), mental affection processes (1,1%). Key words: process types, gender,Male EFL learner, Female EFL learner