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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 : 25495089     EISSN : 25798170     DOI : http://dx.doi.org/10.24235/eltecho.v10i2
Core Subject :
ELT ECHO: The Journal of English Language Teaching in Foreign Language Contexts accepts research articles related to English language education. The journal welcomes contributions in the following areas: 1. Literacy; 2. Second and Foreign language acquisition; 3. Bilingualism; 4. Multilingualism; 5. Technology-Enhanced Language Learning (TELL); 6. Language teaching skills; 7. Language assessment; and 8. Curriculum and material development.
Arjuna Subject : -
Articles 148 Documents
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PEDAGOGICAL ACTION AND TECHNOLOGIES DURING ONLINE LEARNING: A CASE STUDY Zakky Yavani
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol. 4 No. 1 (2019): June 2019
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v4i1.11318

Abstract

Technology implementation has become a norm in today's teaching and Learning, including in EFL instruction at university level. However the investigation within pedagogy and technology fusion are rare to discuss. Therefore, this research investigates a lecturer's actions and technological performance in the learning process. This research uses descriptive qualitative, using case study principles. The data was taken from vocabulary class document, an interview three students of vocabulary for academic purposes class, and online class observation field notes. they aimed to determine the performance of pedagogy and technology in online Learning. The goal is to explain the pedagogical aspects of technology implementation seen from Laurillard’ persepectives (2012). It was found that pedagogical actions practiced are as follows; Narrative, interactive, adaptive, Productive, and Communicative pedagogical actions.
THAI TEACHERS’ ATTITUDES TOWARDS ENGLISH AS A LINGUA FRANCA: A LONGITUDINAL STUDY
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol. 7 No. 2 (2022): DECEMBER
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v7i2.11662

Abstract

This study used a longitudinal mixed-method design to investigate how attitudes towards English as a lingua franca (ELF) changed over time as English teachers progressed through education and teaching experiences from 2019 to 2022. An online survey was conducted with 50 Thai teachers in their second year of study and after they graduated and taught at schools for one year. An interview was implemented to collect qualitative data after the two surveys were completed. The survey results indicated a congruent attitude change from ‘agree’ (x̄ = 3.90, S.D. = 0.43) to ‘strongly agree’ (x̄ = 4.22, S.D. = 0.58). The increase was statistically significant (p = .003). The findings revealed controversy between the teachers’ attitudes and their practices. The teachers had positive attitudes towards ELF, but they preferred native speakers’ models of English usage and accents. The interview findings indicated that factors influencing their attitude change were personal factors (e.g., self-perceived English proficiency and exposures to English) and contextual factors (e.g., training and teaching experiences). The findings suggest that awareness of the ELF phenomenon may not be sufficient to drive change in English language teaching (ELT), but ELF-aware teacher education is needed to teach an ELF skillset that best suits the objectives and processes of ELT.
WILLINGNESS TO COMMUNICATE (WTC) AMONG TERTIARY ENGLISH EDUCATION STUDENTS: A SURVEY STUDY
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol. 7 No. 2 (2022): DECEMBER
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v7i2.11703

Abstract

Most of the research under the topic of Willingness to Communicate (WTC) was mostly found in the context of speaking outside the classroom and in everyday communication. Therefore, the researchers conducted a study on WTC among English Education students which focused on the classroom context. This is a survey study which is quantitative in nature. This study used the instrument from Khatib and Nourzadeh (2014). To obtain the data, questionnaires were distributed to students majoring in the English Education department. 169 students were involved in this study. The data then were analyzed by using descriptive statistics from SPSS. The results revealed that overall, the biggest reason for students' willingness to communicate is learning responsibility (M=4.06) while the lowest reason is the context of using English (M=3.77). Specifically, students are willing to communicate in several circumstances, such as: 1) students are more likely to want to talk when in group work; 2) students were more willing to speak when they discussed English and Indonesian culture as a group; 3) students will be willing to speak when it involves personal experience; 4) students prefer to talk about films and series rather than talking about sports; 5) students were more willing to ask their classmates about the correct pronunciation of a word than to raise their hands to ask the teacher; and 6) students are more willing to talk to students sitting next to them before the lecturer enters class than to talk to foreign students from other classes.
A NEED ANALYSIS OF PROFESSIONAL DEVELOPMENT PROGRAM FOR ELEMENTARY SCHOOL ENGLISH TEACHERS THROUGH SELF-ASSESSMENT
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol. 7 No. 2 (2022): DECEMBER
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v7i2.11722

Abstract

Many homeroom teachers in elementary schools are demanded to teach English. Meanwhile, they lack knowledge of English teaching to young learners. They need a professional development program that can assist them to improve their teaching competence. Therefore, this research is aimed at analyzing the needs of teacher professional development programs by assessing English elementary school teachers through self-assessment. It is a descriptive quantitative research that involves 30 elementary teachers who have English teaching experience. A survey was conducted to find out teachers’ weaknesses that could portray teachers’ teaching needs. The result shows that most teachers assumed their speaking and listening skills were below average levels. In terms of pedagogical competence, they assessed themselves as insufficient in determining English teaching methods, giving appropriate assessments, applying various and fun English learning, teaching speaking & teaching listening. Thus, a teacher professional development program should be able to facilitate teachers to improve these professional and pedagogical aspects.
LEARNER FEEDBACK TO THE INITIAL TEACHER EDUCATOR’S EAP TEACHING: A REFLECTIVE STUDY
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol. 7 No. 2 (2022): DECEMBER
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v7i2.11773

Abstract

While the success of language instruction is unquestionably reflected in students’ performance in communicating in the target language, their voices generally can best express their success, disappointment, or complacency worth to reflect. This article, based on the study held at Universitas Negeri Yogyakarta in 2021, reports on a mixed-methods investigation that examines how an initial teacher educator (ITE) manages a course in English for academic purposes (EAP) from students’ perspectives. Fifty-five sociology education students selected through convenience sampling participated in a quantitative survey and focus group discussion. The quantitative data analysis shows students' positive views regarding the initial teacher educator's general performance, delivery, time management, material, media, assessment, and care. To complement the quantitative findings, the qualitative data scrutinized through thematic analysis suggest three imperative measures for more effective EAP instruction. Even though students rated ITEs performance as "Very Good" and her pedagogical competencies as "Very High," some qualitative data reveal the students' empirical voices that at least several adjustments must be made by acting on three imperative measures. This study provides insights into the self-study design for ITEs on upscaling their TPACK, professional commitments, and pedagogical identity.
TEYL IN INDONESIAN ELEMENTARY SCHOOLS: WHY, WHO, WHAT, AND HOW?
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol. 7 No. 2 (2022): DECEMBER
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v7i2.11789

Abstract

English has been eliminated as a compulsory subject in elementary school and replaced with an extracurricular (2013 Curriculum) and elective subject (Merdeka Curriculum). This study is to investigate the Teaching English to Young Learners (TEYL) in elementary schools. An online survey was randomly distributed and responded by 112 teachers from 74 schools in 13 districts (in 5 provinces in Indonesia). The study's samples included 94 English teachers from 66 schools. The questionnaire was designed by providing both closed-response and open-response questions. The data from closed-ended questions was quantitatively examined to determine percentages and frequencies. The data from open-response questions, on the other hand, were investigated qualitatively through data reduction, data display, and conclusion drawing and verification. Despite the pros and cons of the newest curricula, most schools (89% of 74) teach English to students. It was because English is vital for futures; students need to be taught English early; and ensuring that school is not left behind others. Homeroom teachers (61%), specialized English teachers (32%), and English teachers with no relevant educational background (7%) are among those who teach English. The top three teaching topics were vocabulary, grammar, and writing, as stated by 64 teachers (68%), 15 teachers (16%), and 7 teachers (7%), respectively. "Song" was voted 68 times to be used in English class, "Games" was chosen 60 times, "Lecture" was elected 57 times, and "Dialogue/Conversation" received the fewest votes (12 times). TEYL in elementary schools should consider not only the fixed curriculum but also the teachers’ preparedness.
INDONESIAN PRE-SERVICE ENGLISH TEACHERS’ ATTITUDES TOWARDS THE USE OF WORLD ENGLISHES IN INTERNATIONAL ENGLISH PROFICIENCY TESTS: A SMALL-SCALE SURVEY
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol. 7 No. 2 (2022): DECEMBER
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v7i2.11827

Abstract

While a considerable number of English language users come from expanding-circle countries, international English proficiency tests like TOEFL and IELTS tend to model inner-circle varieties like British, North American, and Australian, implying that inner-circle varieties are more preferable. This quantitative study investigated the attitudes of Indonesian student teachers of English towards the use of World Englishes (WE) in international English proficiency tests like TOEFL and IELTS. 86 student teachers from the same cohort at a private university in Indonesia were involved. The data were collected using an 18-item questionnaire adopted from Monfared (2020) and then analyzed statistically using SPSS. The results of this study indicated that the participants generally acknowledged the idea of the use of World Englishes in international English proficiency tests, but they tended to disapprove deviations from standard English grammar and vocabulary. The implications of this study are also discussed.
Researching EFL Students' Disengagement in an Online Content-Teaching Classroom Candra Dewi Dwika Wardani; Yustinus Calvin Gai Mali
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol. 8 No. 1 (2023): JUNE
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v8i1.11830

Abstract

Research proves that students’ engagement becomes an important role in the teaching and learning process in English as a Foreign Language (EFL) classroom. However, due to the COVID-19 pandemic, the teaching and learning process had to be conducted online with its restrictions such as the limitation of doing face-to-face communication and the technological issue. Referring to those limitations, students’ disengagement is more likely to increase in online classroom setting. As based on Egbert’s (2021) task-engagement principles, this study explores factors that cause students’ learning disengagement in a Teaching English for Adult Learners (TEAL) class, especially during lecturers’ presentation sessions that were conducted through the Zoom application. To achieve the research goal, a total of seven (7) TEAL students in an English Language Education Program (ELEP) at a private university in Central Java, Indonesia were involved in this study. To collect the data, a semi-structured interview was used as the research instrument. Through a thematic analysis on the interview transcripts, the researcher revealed three main factors that caused students’ disengagement: social interaction, learning support, and task difficulty. Each of these factors were discussed and placed in the discourse of the engagement-related literature. At the end of the paper, the researcher presented practical recommendations for language teachers teaching in a similar context to improve their EFL student’s learning engagement and ideas for future research.
University Students’ Critical Literacy in Their Speaking Skill Arjulayana arjulayana
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol. 8 No. 1 (2023): JUNE
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v8i1.11855

Abstract

Speaking is the way to communicate, to say something, to express ideas, and to make speech orally. Speakers say something based on the content they have, and the content is produced when speakers have critical literacy. The purpose of this research is to find out and to investigate critical literacy demonstrated by students in their speaking performance. This research used qualitative approach with descriptive analysis method. The samples of this research were 5th semester of 25 students from University of Muhammadiyah Tangerang. In collecting the data, the researcher used speaking test and interview with purposive sampling technique. The researcher found out that all critical literacy aspects occurred in the students’ content through their speech. High students presented more critical literacy’s indicator than medium and low students. High students had good preparation and achieved all critical literacy indicators, middle students had a little preparation and achieved half of critical literacy indicators, low students were lack of preparation and did not achieve critical literacy indicators. This study suggested that all stages of speaking process, especially pre-speaking stage, can help students to speak and stimulate their critical literacy better.
EFL Learners’ Interests and Attitudes toward Flipped Classroom Method in Speaking Classes Abd. Rahman; Sahril Nur; Muhaiminah Akib
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol. 8 No. 1 (2023): JUNE
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v8i1.12075

Abstract

EFL learners’ interests and attitudes now are the primary concern of the flipped-classroom method in English language teaching in tertiary education. This research aims to identify the students' level of interest and attitudes toward flipped classrooms in speaking. The mix-method called QUAN-Qual explanatory sequential design used to understand and answer research questions simultaneously. The participants took from all third-semester students who have experienced the flipped-classroom method during six months of study to improve their speaking skills. The interests and attitudes questionnaires were used and scoring based on the Likert Scale. The quantitative data analyzed through descriptive statistics to determine the frequency, percentage, means, and standard deviation using the SPSS version 26, and the qualitative data transcribed and categorized based on the students' interests and attitudes towards the flipped-classroom method. Both quantitative and qualitative analysis strongly demonstrated that most participants have a high interest and positive attitude. Furthermore, self-confidence, a challenging learning atmosphere, and an efficient learning method were three main factors that triggered EFL learners' interest and attitude.

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