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Edy Waloyo
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Faculty of Education and Teachers Training Building, UIN SIber Syekh Nurjati Cirebon. Jalan Perjuangan, Karyamulya, Kesambi, Cirebon, Kota Cirebon, Jawa Barat 45131
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ELT Echo: The Journal of English Language Teaching in Foreign Language Context
Published by Universitas Islam Negeri Siber Syekh Nurjati Cirebon
ISSN : 25798170     EISSN : 25495089     DOI : https://doi.org/10.24235/qacbdy09
Core Subject :
ELT Echo: The Journal of English Language Teaching in Foreign Language Contexts (ISSN: 2579-8170 | e-ISSN: 2549-5089 ) is a peer-reviewed and open-access journal dedicated to English language education. The journal is published twice a year, in June and December, by the English Language Teaching Department, UIN Siber Syekh Nurjati Cirebon. It provides an academic platform for researchers, lecturers, teachers, practitioners, and scholars to disseminate research findings, scholarly works, and innovative perspectives in English language teaching and related areas. The journal accepts original research, conceptual studies, and best-practice articles related to English language education, including literacy, second and foreign language acquisition, bilingualism, multilingualism, Technology-Enhanced Language Learning (TELL), language teaching skills, curriculum and material development, language assessment, and corpus linguistics.
Arjuna Subject : -
Articles 163 Documents
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THE USE OF RAFT STRATEGY TO IMPROVE THE STUDENTS’ WRITING ABILITY Amroh Umaemah; Mohammad Adnan Latief; Eny Irawati
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol. 1 No. 1 (2016): December 2016
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v1i1.951

Abstract

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.
A SURVEY ON TEACHING SPEAKING PERCEPTION EFL LEARNERS’ FLUENCY (A CASE STUDY AT IAIN SYEKH NURJATI CIREBON Siti Nurhasanah
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol. 1 No. 1 (2016): December 2016
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v1i1.952

Abstract

Abstract : Every human being in the world needs speaking to express their ideas, their feelings and to gain the information. Speaking therefore is very important. Many problems of speaking are faced by EFL Learners of IAIN Syekh Nurjati Cirebon. This research was primarily intended to capture the learners’ speaking fluency level in IAIN Syekh Nurjati Cirebon: the lesson plan reflect the teaching of speaking fluency, how lecturers perceive the concept of speaking fluency, and how the learners’ monitor their speaking fluency. The investigation itself was centered on the conception of the principle of teaching EFL Speaking.  To investigate lecturers’ perception of the teaching EFL speaking, the researcher conducted an in-depth interview to speaking and conversation 1 until 5 lecturers. The researcher also analyzed speaking lesson plan as a representation towards lecturers’ orientation in teaching speaking process and also to investigate the level of speaking used by lecturers in teaching speaking and conversation. The researcher also used questionnaire and speaking test as tools to collect data. The analysis process is designed by interpreting the data through transcriptions and analysis. The percentage merely was used to analyze for obtaining descriptive statistics from data collected by in-depth interview and questionnaire. Data from speaking test and document were interpreted and reviewed to get understanding from data collected. The main conclusion of this research are each lecturer has different levels in the learning speaking process and speaking fluency levels determined by lecturer strategies in learning process. Key words: Teaching EFL Speaking, Fluency Levels, Lesson Plan, EFL Learners.
GENDER DIFFERENCES IN READING COMPREHENSION ACHIEVEMENT (A CASE STUDY AT IAIN SYEKH NURJATI CIREBON) Jefy Fauzan
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol. 1 No. 1 (2016): December 2016
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v1i1.953

Abstract

Abstract Language and gender have become a comprehensive issue in language learning. One aspect that is highlighted in language and gender is reading skill. The term of gender plays different perfomance and achievement in reading comprehension. There are some influences of gender differences toward reading comprehension achievement. This study aims to investigate such gender differences in achieving comprehension of factual text. This thesis is qualitative study case analysis.The primary sources of data are conducted through reading comprehension test and interview in order to investigate gender differences among EFL learners of IAIN Syekh Nurjati Cirebon in reading comprehension achievement. The result shows that gender differences influence in reading comprehension achievement. Different trait from family and society will influence students reading achievement. It is found that 25% of boys’ participants get high score in reading comprehension test and 33% girls participants get high score in reading comprehension test and those differences are caused by different trait of their family and society toward reading. The study also comes to gender differences in achieving factual text. Boys tend to use such discussion in post reading strategy while girls tend to use writing activities in post reading strategy. Girls are strong in the skills of determining meaning of unfamiliar words while boys strong in the skills of find particular informations from the text.
THE EFFECTIVENESS OF DICTOGLOSS METHOD ON LISTENING SKILL OF NARRATIVE TEXT AT TENTH GRADE STUDENTS OF MA AL IMAN ADIWERNA TEGAL Tuty Alawiyah; Farouk Imam Arrasyid
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol. 1 No. 1 (2016): December 2016
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v1i1.967

Abstract

Abstract:Many problems based on condition of learning listening at tenth grade students of MA Al-Iman Adiwerna Tegal, students difficult to understand the topic or, content of spoken. This research method is quantitative, that used quasi experiment design. The population was at the tenth grade students of MA Al-Iman Adiwerna Tegal with a total number of 90 students and 61 students were taken as sample. The data were collected by using multiple choice listening  test (pre and post-test). The finding show the t-test result it can be seen that tcount is 2.289 and ttable = 1.671. So, the researcher made the conclusions of the hypothesis that tcount is higher than ttable namely 2.571>1.684 an from formula of t-test shown that to > tt namely 0,026 < 0,05, In other word, the Alternative Hypothesis (Ha) is accepted and the Null Hypothesis (Ho) is rejected. It means that there is positive and significant effect of using dictogloss method on listening skill of narrative text. It means that there is positive and significant effect of using dictogloss method on listening skill of narrative text at Tenth Grade Students of Ma Al Iman Adiwerna Tegal. Keyword: Dictogloss method, Listening Skill, Narrative Text.  
EXPLORING WRITING PRACTICES IN EFL CLASSROOM: A CASE STUDY AT ENGLISH DEPARTMENT IAIN SYEKH NURJATI CIREBON Astri Rahayu; Farouk Imam Arrasyid
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol. 1 No. 1 (2016): December 2016
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v1i1.968

Abstract

Abstract: This article investigated the type of literacy writing practices in teaching writing for communication in EFL classroom especially in making descriptive text and the teacher’s ways used in the writing process. This article reports on a descriptive qualitative exploration. This article aimed to find out the types of literacy writing practices are found in EFL class room and to identify how the teacher use the available materials in writing practices EFL classroom. This article uses three techniques in collecting data: observation, Interview and study of document. This study shows that the lecturer of EFL learner’s uses variety approaches, methods, strategies and techniques when the researcher recorded teaching and learning writing process using field notes observation. There are use five processes: pre writing stage, writing stage, revising, editing and publishing. Several variety approaches (e.g. student center, genre based and process oriented). Then, method is mind mapping. Besides that, there are strategies (e.g. Brainstorming, guided writing, and collaborative strategy. There are techniques used include scaffolding, listing, free writing and clustering. It can help enhancing the students’ proficiency in literacy practices. Beside that the comprehension in order to create teaching and learning becomes effective and efficient in EFL classroom.     Key words: Literacy, Writing Practices, EFL, Classroom.  
PROCESS TYPES IN EFL LEARNERS’ NARRATIVE TEXT: A PORTRAIT ON LINGUISTICS AND GENDER CONNECTIONS Aldha Williyan; Lala Bumela
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol. 1 No. 1 (2016): December 2016
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v1i1.969

Abstract

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
MEANING NEGOTIATION PRACTICE IN A READING CLASSSROOM: A CLASSROOM DISCOURSE ANALYSIS PERSPECTIVE Santiara Afifatun Nisa
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol. 1 No. 1 (2016): December 2016
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v1i1.970

Abstract

Abstract: Classroom Discourse Analysis is very central study in main target of learning process. Its perspective can be focused on discussing negotiating meaning through spoken interaction in reading classroom between teachers and students as learning agents. Meaning negotiation is a form of give and take, whose purpose is to get a solution that have not already existed in participant’s opinion, but eventually it is acceptable for all. This thesis is descriptive qualitative analysis which primary sources of data are conducted through observation in trailblazer 6 class at Cirebon Local language school. Turn-taking presented in constructing knowledge in apperception structured by knowledge oriented exchange that got 78% and action oriented exchange got 22%. The process of exchange here indicates students’ need to recognize topic of their lesson; it means teacher should produce exchange in verbal type to construct students’’ knowledge. The dynamic moves that interpret in meaning making system in the data presentation from experiential meaning realize by material process of knowledge oriented exchange that got 82%. It means most of utterance realized by teacher is to describe content of their lesson to the students. Then, from interpersonal meaning most of their interactional process realized by 44% types of dynamic move rephrase that indicates asking of some information whether it came from the teacher or the students. The last action oriented exchange realized by 18%. It means most of utterances’ indicate subject as act of superstition experiences.  Keywords: Classroom Discourse, Reading cycles, Meaning negotiation, turn allocation, turn taking, dynamic moves. 
SYNCHRONIZATION OF ENGLISH STUDENTS’ WORKSHEET (LKS) TO THE CURRICULUM Neneng Heni Nurhidayah; Farouk Imam Arrasyid
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol. 2 No. 1 (2017): JUNE 2017
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v2i1.1589

Abstract

Abstract: This analysis is intended to uncover the synchronization between the students’ worksheet for vocational high school to the School Based Curriculum. This research explores the profile of the English students’ worksheet; evaluate the synchronization between the English students’ worksheet’s content and assessment to the learning objective in curriculum. This research utilizes qualitative research design, particularly in the form of a descriptive-evaluative content analysis. The data collection technique is in non-participant analysis study. The primary data is one printed students’ worksheet entitled “BAHASA INGGRIS Untuk SMK TEKNIK” published by MARGA MITRA and is used in SMK Al-Hidayah Cirebon. The data are analyzed by using textbook evaluation checklists which are represented into percentage and described into paragraph description as the result. The result of the research shows that the analyzed students’ worksheet obtains over a third of poor items, nearly two third of good items , and only a small portion of excellent. It means that this students’ worksheet is mostly categorized good in the term of general evaluation. However, fact found that some contents and assessments in this students’ worksheet are out of the guidance in the syllabus. It is clear that it contains roughly a quarter of not synchronous assessment in speaking, nearly a third in reading, and nearly two third in writing. It indicates that the references and the guidance of the students’ worksheet are questionable and untrustworthyKeywords: Students’ Worksheet, Synchronization, Curriculum, Syllabus, Learning Objective.
AN ANALYSIS OF SUBJECT-VERB AGREEMENT ERRORS ON STUDENTS’ WRITING Siti Nurjanah
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol. 2 No. 1 (2017): JUNE 2017
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v2i1.1590

Abstract

 Abstract: This study is aimed to examine the written subject and verb agreement errors made by the students of management department studying in Universitas Muhammadiyah Yogyakarta when they were writing their paragraphs in present tense. Error analysis technique was carried out in this research in order to find the errors faced by the students in terms of present tense, identify the types of errors as well as the sources of the errors. The research is a descriptive study with 11 students participating in the study. The data of the research were collected from 1) the students’ writings focusing on students’ sentences containing subject-verb agreement errors, and 2) interview to triangulate the data obtained from students’ writings. The findings of the research are as follow: 1) Students’ subject and verb agreements’ errors viewed surface taxonomy’s perspective are in the form of misformation, omission, and addition, while viewed from linguistic categorization’s perspective, the errors are in the form of improper use of singular/plural nouns placed as the subject, inappropriate use of verbs, and improper use of verbal and nominal sentences in making present tense. The analyzed data also show that students’ errors of subject-verb agreement are classified as local errors. 2) The sources of the errors are inter-lingual transfer, intra-lingual transfer, and misleading context of learning.  The research reveals that the students are still having difficulties in using correct patterns of subject and verb agreement in their writing using present tense.  Keywords: Subject and Verb agreement, error analysis, inter-lingual transfer                                intra-lingual transfer
AUTHENTIC MATERIALS: TEACHERS’ PERCEPTIONS AND WHY THEY MATTER zakky yavani
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol. 2 No. 1 (2017): JUNE 2017
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v2i1.1591

Abstract

Abstract: The goal of learning English language in a class is to demonstrate the use of the language in real life application. Hence, the teaching and learning process must reflect, in such away, fits the reality. This calls for the use of real materials or authentic materials (AM) in the teaching and learning process. Though the positive result has been yielded by many researchers, the implementation of AM in teaching and learning English is not implemented fully in EFL setting. This research is conducted to investigate how teachers’ perception toward the use of authentic material in teaching and learning process. In depth - interview toward eight EFL school teachers, observation and documentation toward 4 English teachers are done to get the necessary data. In addition, focused group discussion (FGD) is done to triangulate the data. The finding showed that teachers perceived the important use of AM. Yet, they mostly fail to define what is AM and how it is implemented in the classroom. Their perception and action somehow do not match revealing a conclusion that they don’t’ fully understand what is AM; moreover the misconception of why it should be implemented matter the most. Keywords: Authentic Materials (AM), EFL School teachers, teachers’ perception

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