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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.
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Articles 163 Documents
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KURIKULUM MERDEKA REIMAGINED: ADOPTING STORY SCIENCE FOR ENGLISH LITERACY LEARNING IN INDONESIAN MIDDLE SCHOOL
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol. 7 No. 2 (2022): DECEMBER
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v7i2.12081

Abstract

Abstract: In 2018 the Program for International Students Assessment (PISA) result indicates that Indonesia is at a very low literacy level (ranked 71st out of 77th countries). Furthermore, there is a declining trend (64 points) in 10 years in terms of the English Proficiency Index (EPI) as recorded by English First (EF). This fact, however, does not encourage us to move away from using the traditional pedagogy that is oriented toward the memorization of grammar and vocabulary. Recent research conducted by Sudimantara (2021) shows that there is a new alternative to teaching English academic writing without relying on grammar and vocabulary. In this study, Sudimantara (2021) develops a new pedagogy (multisensorial load reduction strategies) that activates the nonverbal components of language (rhythm, intonation, movement, emotion, and aesthetics), which are first processed in the right hemisphere, as the foundation of grammatical processing in the left hemisphere of the brain. This research, in fact, has generated a surprising result where the experimental group has made a highly significant learning improvement. Fletcher (2021) notes that humans do not only thinks in story but also recalls and reconstruct events in their memory in the form of story. The study was undertaken within a qualitative Research and Development framework. All research steps (Research and Information Collecting, Planning, Develop Preliminary Form of Product, and Evaluation) were completed. The result shows that this new digital literacy resource is applicable in the current curriculum context with some expected future improvement. This study is expected to generate more research on the development of brain-compatible digital literacy resources.
AI-POWERED APPS TO ENHANCE NOVICE NEWSREADERS’ ENGLISH PRONUNCIATION
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol. 7 No. 2 (2022): DECEMBER
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v7i2.12503

Abstract

Among the goals that Communication students, who are ESP learners, desire to achieve is to become professional newsreaders who can deliver the news in both Indonesian and English. These novice newsreaders with little to no knowledge about news delivery in English often face problems with English pronunciation. This study aims to help forty-one novice newsreaders, who are students of the Islamic Broadcasting and Communication Department, with their English pronunciation using AI-powered apps and to reveal their perceptions of the apps. The students were involved in one cycle of Classroom Action Research (CAR), where they had to make a video of them reading English news before using the apps as the pre-test and another video after the lecturer taught them how to use the apps as the post-test. The researcher distributed a questionnaire via Google Form after the post-test to complete the data. The results show that AI-powered apps can enhance novice newsreaders’ English pronunciation, especially in the aspects of Accuracy, Key Words, Chunking and Pausing, Intonation, as well as Sounds and Vocal Features; yet, Intonation becomes the lowest improved aspect. Also, the respondents believed that the apps help them with their future job as newsreaders, are easy to use, and give instant feedbacks, which are necessary for independent learning and suitable for ESP learners. The ELSA app rose to the top of the list of the respondents’ favorites. Finally, it is recommended that future researchers carry out comparable studies that focus on one or two particular English sounds evaluated across multiple cycles.
PRE-SERVICE ENGLISH TEACHERS’ PERCEIVED READINESS FOR TECHNOLOGY-ENHANCED LANGUAGE LEARNING
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol. 7 No. 2 (2022): DECEMBER
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v7i2.12509

Abstract

In 21st century, the use of the Internet and digital technology in second and foreign language learning and acquisition is predominant. Therefore, concern for language teachers’ competence in utilizing technology in their classrooms is growing. This study aims to investigate pre-service English teachers’ perceived readiness for TELL in Indonesian context. A case study design with survey and semi structured interviews was employed. The participants were 21 pre-service EFL teachers taking a course on Artificial Intelligence for language learning and teaching. The pre-service English teachers’ readiness is examined from four components: (1) basic digital skills, (2) didactic ICT competence, (3) learning strategies, and (4) digital bildung. The result suggests that a significant portion of the pre-service teachers involved in this study perceived themselves as competent and ready to implement TELL in their EFL classroom after completing their teacher training program.
Flipped Classroom for Teaching English at Senior High Schools in Banjarmasin Elvina Arapah Arapah
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol. 8 No. 1 (2023): JUNE
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v8i1.13257

Abstract

In an online or a hybrid English flipped classroom, the traditional teaching and learning processes instruction is changed. The English lesson does not start with the face-to-face meeting in which the teacher will explain the materials, but the students are supposed to start by themselves studying the learning materials, which are shared by the teachers virtually before the classroom start. The materials can be utilized from many different digital learning platforms such as websites, YouTube channels, and presentation, pdf files and so forth. This research is aimed to investigate: 1) what flipped materials are utilized by the Senior High School English teachers for English reading assessment during the Covid-19 Pandemics; and 2) how the Senior High School English teachers in Banjarmasin utilize the flipped materials for the English reading assessment during the Covid-19 Pandemics. This qualitative study involves Senior High School English teachers, who teach at either state or private schools in Banjarmasin, as the subjects. The selection of those teachers depends on their willingness to participate in the interview. In short, the teachers are familiar enough with some Learning Management Systems (LMS) as the software application or web-based technology used to upload the materials. Teachers also provided some materials before attending class, and the students are required to do a preparatory study prior to face-to-face meeting. For the in-classroom session, the teachers review the materials and later use them for the assessment of reading.
Undergraduate Students’ Perception of Lecturers Written Corrective Feedback in the Process of Writing Undergraduate Thesis Zulva Rahmadhani; Astri Hapsari
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol. 8 No. 2 (2023): DECEMBER
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v8i2.13399

Abstract

This survey study aims to identify EFL undergraduate students' perception of the practice of written corrective feedback (WCF) for their undergraduate thesis drafts. 60 students enrolling in Thesis Proposal Defense coursework agreed to participate in this study. This study used a 31-item questionnaire adopted from Marrs' (2016) Perceptions of Writing Feedback Scale (PoWF) questionnaire which describes four aspects: views/expectations of feedback, experiences with feedback, usefulness/value of feedback, and affect/emotions associated with feedback. The result of the mean score of the items indicates that students' perception is generally positive. The participants perceived written feedback as important in their writing. They also perceived that even though they have a good score, feedback is still meaningful. They value writing feedback and perceive it useful to help them to be better with their writing. Finally, in terms of affect and emotions associated with writing feedback, the findings revealed that the participants felt happy and confident when they were given writing feedback in their undergraduate thesis proposal draft. For further research, the researchers recommend further investigation into the relationship between students' self-efficacy in writing and their perception of writing feedback.
EFL Teachers’ TPACK and Their Espoused Use of ICT Based on SAMR Models Maulana Mualim; Fakhrezy Rizal Maulana
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol. 8 No. 1 (2023): JUNE
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v8i1.13579

Abstract

Information and Communication Technology (ICT) has been an inseparable part of human life. Its integration into education is very important. This study aims to describe the Technological Pedagogical Content Knowledge (TPACK) of English teachers in Banyumas Regency, their competence in using ICT based on the Substitution, Augmentation, Modification, and Redefinition (SAMR) model; and the influence of their TPACK to their ICT integration capabilities. This research applied a Mixed Method Research with explanatory sequential design. The respondents of the quantitative phase were 31 teachers while the informants of the qualitative phase were 4 teachers taken randomly. Quantitative data were collected through two questionnaires. Meanwhile, Qualitative data were collected through observations, interviews, and documentation. The quantitative data were analyzed using SPSS while the qualitative data were analyzed using the Miles & Huberman model including data reduction, data presentation, and conclusions. The results showed that the teachers’ TPACK was in "good" category with an average score of 2.89 (in the range of 2,5≤x
Fostering Autonomous Learning Through Peer Feedback Ema Wilianti Dewi; Siti Roki'ah
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol. 8 No. 1 (2023): JUNE
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v8i1.13612

Abstract

Peer assessment appeared in social constructionism theory since peer assessment activity involves the joint construction of knowledge through discourse. This study focuses on one product that arises from peer-assessment activity: feedback from peers. Besides, this study linked peer feedback from the peer-assessment activity and learners' autonomy in language learning. Autonomous learning is regarded as a desirable goal in an educational context. In exploring this issue, the study used the case study method. The first-semester students in an academic writing class in the English language teaching department at a university in Indonesia are the participants in this study. The researchers qualitatively analyze students' feedback from the peer-assessment process and conduct follow-up interviews to answer how peer feedback from peer-assessment activity fosters students' autonomous learning. The results show that peer assessment could engage the students with their peers in giving and receiving feedback. Furthermore, giving feedback to peers requires students to have prior and new knowledge that must be studied independently. In responding to peer feedback, the students believe that peer feedback is essential in fostering their autonomy. Educational practitioners may use this assessment for junior to higher education students to activate their autonomous learning.
Academic Writing in the 21st Century: Voices from English and Indonesian Lecturers Saepa Wastam; Lala Bumela; Septi Gumiandari
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol. 8 No. 1 (2023): JUNE
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v8i1.13626

Abstract

Academic writing is a general skill that must be mastered by every college graduate, especially those majoring in English Language Education. However, according to the latest research, academic writing is the most neglected language skill in education in Indonesia. It is believed that poor and outdated pedagogy as well as the low quality of teachers are the main factors that makes academic writing more challenging to learn. Furthermore, in the context of 21st century, each learner should be equipped with bi/multilingual proficiency as a key instrument for global communication, and, therefore, a sound language pedagogy is the one that helps learners to develop their bilingual academic proficiency. This current study critically gathered insights from six respondents on the nature of academic writing both in English and in Bahasa Indonesia and the role it plays in the acceleration of knowledge building in their own fields. Qualitative research was employed. The collected voices were transcribed and analyzed in the forms of thematic analysis and word clouds. The results of the study show that the respondents (especially the lecturers) have not provided key arguments on how bilingual academic literacy should be approached. However, other respondents believed that academic writing (pedagogy and assessment) should be approached differently. In other words. Innovation in academic literacy pedagogy in Indonesia should be addressed soon. This study concludes that it takes more time and effort to conceptualise the notion of bilingual academic literacy in Indonesian higher education context. This study is expected to provide key insights on how innovation on academic literacy innovation should be addressed.
Successful English Learners’ Autonomy: A Look into The Perspective of Ecology Dwitiya Ari Nugrahaeni; Afi Normawati; Noor Sahid Kusuma Hadi Manggolo
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol. 8 No. 1 (2023): JUNE
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v8i1.13743

Abstract

Despite the significant allocation of time and resources to formal classroom English teaching in Indonesia, the outcomes have not been found to be commensurate or equivalent. Despite all the constraints, a minority of EFL learners in Indonesia have have demonstrated exceptional achievements in their learning journey, earning them the recognition of successful learners. This narrative research aims to study the participants’ out-of-class learning experience viewed from the perspective of ecology. To gain extensive exploration of the experience, this study incorporated the participants’ language learning careers (LLC). In order to complement the data and to gain deeper insights into the participants’ experiences, follow-up interviews were also conducted. The result demonstrated that the participants exercised their autonomous learning strategies in three dimensions of learning, namely the emergence of interest, the creation of learning opportunities, and the boundaries crossing. Through these dimensions, the participants navigate and manage the resources, opportunities, and constraint in their learning journey. This study provides insights into the management of learning beyond the classroom through the awareness of the environment.
Using Quizizz in Improving Students’ English Learning Outcomes of Narrative Text Loga Nurmantara; Sri Susanti; Eryansyah Eryansyah
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol. 8 No. 1 (2023): JUNE
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v8i1.14055

Abstract

This research is a Classroom Action Research aims to improve English learning outcomes on Narrative Text material for students in class X.6 which amounted to 32 people at SMAN 11 Palembang. This research activity aims to help improve knowledge and develop skills in the selection of learning media so as to improve student learning outcomes, in order to support the improvement of the quality of education and the quality of graduates at SMA Negeri 11 Palembang. This research was conducted in two cycles and used data such as observation and Pre-Test and Post-Test. The average score obtained by students in the first cycle was 50 with a percentage of Learning Objective Completeness Criteria of 28.12% which was still below the desired percentage of 80%. While the average value of cycle 2 was obtained 81 with a percentage of 81.25% which was categorized as "very good" because it experienced a very significant increase of 53.13% compared to the previous cycle.

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