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Edy Waloyo
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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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“I BELIEVE RELATIONSHIPS MATTER EVERYWHERE” THE IMPACT OF RELATIONSHIPS WELL-BEING IN INTERCULTURAL THEMATIC-TELECOLLABORATION Almas Khoirun Nisa; Nur Arifah Drajati
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol. 9 No. 1 (2024): JUNE 2024
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v9i1.16831

Abstract

Relationships among students and teachers are important in a learning environment since teachers and students are the main components of learning activities. Telecollaboration attempts to connect language learners to native speakers in the online environment to facilitate their intercultural learning. As online learning activities need to pay attention to the relationship between the teacher and learner, this study investigates the impact of the relationship well-being that occurs in the telecollaboration program on the pre-service teacher’s future career. An autobiographical narrative inquiry was used in this study for an in-depth discussion of the critical incidents that happened in this program aimed to give the pre-service teachers insight for developing their professional identity in their future careers for the betterment of EFL education. Data were collected through the pre-service teacher’s diaries and artifacts in the form of photos during the telecollaboration program. Various issues of critical incidents are discussed including positive relationships and negative relationships reflected in the pre-service teacher’s future career that turn into adaptive reflection. This study has future implications for pre or in-service EFL teachers and directions for future research to pay more attention to the well-being of all aspects of education.
FROM RUNNERS TO READERS: HOW STUDENTS PERCIEVE THE USE OF RUNNING DICTATION IN READING COMPREHENSION Mega Triana; Pratnyawati Nuridi Suwarso; Dian Novita Dewi
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol. 9 No. 1 (2024): JUNE 2024
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v9i1.16947

Abstract

Most students struggle with reading comprehension, often not meeting the curriculum standards. For this reason, a strategic approach is needed to enhance students' comprehension in reading, which makes them more interested in continuing to learn, one of which is the application of running dictation techniques. Therefore, this research aims to determine students' perceptions of the running dictation technique implemented in the reading comprehension classroom. This research used a quantitative method with a survey approach. A purposive sampling technique was used to select 36 students of tenth graders from one public school in Malang Regency. The questionnaire covers five dimensions Students' motivation, student perception of reading comprehension, students' attitude toward the implementation of the running dictation technique, students' subjective Norms toward implementation of the running Dictation technique, and students' perceived behavioral control towards the implementation of running dictation. The result revealed that the mean scores ranged from 2.95 to 3.07, indicating a generally positive perception in all dimensions. The highest average score of 3.07 was for students’ attitude toward the technique, indicating they find the technique effective and beneficial. The lowest average score of 2.95 was for students’ perception of their reading comprehension. This lower perception suggests that students still struggle with understanding English texts. This should be a concern for teachers to further train students in comprehensive reading with critical thinking so that students can find the implied meaning in each reading.
REVEALING THE CULTURE OF SYMBOLIC VIOLENCE IN LANGUAGE LEARNING PRACTICES: LEARNING FROM KI HADJAR DEWANTARA Mohammad Andi Hakim; Syihabuddin .
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol. 9 No. 1 (2024): JUNE 2024
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v9i1.17346

Abstract

This study investigates the phenomenon of symbolic violence within the framework of language learning. Pierre Boudieu's notion of symbolic violence exposes the exercise of linguistic authority and ideology in educational activities. The ideas, doctrines, religious rulings, and educational principles formulated by Ki Hadjar Dewantara are fundamentally opposed to views that reject the use of symbolic violence. This research employs a qualitative approach, specifically focusing on a literature study. The research data is derived from an analysis of the current state of symbolic violence in language learning methods, as well as Ki Hadjar's perspectives on education. The data analysis process had three main stages: firstly, comprehending the text inside the book under examination; secondly, recognising the presence of symbolic violence within the culture; and finally, developing the notion of child-friendly language teaching. The research findings demonstrate that the ideas of Ki Hadjar Dewantara can be effectively applied to challenge the culture of power and violence in language learning. Specifically, the concepts of Trisaksi Jiwa, Tri Nga, and the pamomong pattern have the potential to transform the culture of language learning that perpetuates symbolic violence
STUDENTS’ PERCEPTIONS TOWARDS THE IMPLEMENTATION OF EFL MULTICULTURAL-BASED READING ACTIVITIES IN A HIGHER EDUCATION SETTING Amrih Bekti Utami
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol. 9 No. 1 (2024): JUNE 2024
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v9i1.17874

Abstract

This research study explores first-year university students’ perspectives on integrating multicultural-based reading activities into their EFL reading courses during their second semester. The researcher used a qualitative methodology to collect detailed data, including semi-structured interviews as the primary data, as well as focus group discussions, field notes, and classroom artifacts, from 40 undergraduate students majoring in the English Language Education Department at a public university in Yogyakarta, Indonesia. The data gained were analyzed and interpreted qualitatively by using thematic analysis, particularly the interview and field notes taken during the implementation of the activity, to reveal several key findings. Two major different themes were finally concluded: cultural awareness, and critical thinking skills. It was found that students became more involved, understood better, and respected other cultures. Besides, they elaborated on their critical thinking skills by interpreting and evaluating the texts. The results of the study posit further research to investigate how the activities may affect students’ language skills in communicating with people from different cultures in the long term.
Translating Idiomatic Expressions: An Attempt to Raise the Students' Pragmatic Awareness Izzati Gemi Seinsiani
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol. 9 No. 2 (2024): DECEMBER 2024
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v9i2.18345

Abstract

This research aimed to analyze the use of idiomatic expression as a translation activity to increase the students’ pragmatic awareness. Idiomatic expressions were used as the exercise materials since the expressions contain cultural content that needs to be translated appropriately based on context, therefore, the learners have an opportunity to explore the use of the idiomatic expression in its natural situation. This research applied the descriptive qualitative method to analyze the data and describe the finding. The data used were the translation result of 70 English Department Students who took English-Indonesian Translation Course at Universitas Negeri Semarang. They were given two translation exercises containing sentences with idiomatic expressions taken from Crazy Rich Asians Novel. The students had to translate the sentences from English to Indonesian. Then, the results of the students’ exercises were compared to comprehend the learners’ pragmatic awareness. The result proved that there was an improvement after they were given the activities as well as explicit explanations about the meaning and the appropriate use of idiomatic expressions, it showed that their awareness of the idiomatic expressions had increased and as a result, they have a better understanding of the use of the idiomatic expressions in everyday life.
UTILIZING REAP STRATEGY (READ-ENCODE-ANNOTATE-PONDER) TO ENHANCE LEARNERS' READING COMPREHENSION ACROSS VARIED READING HABITS Kiki Rizki Amelia; Eva Saptarina; Rachmanita Rachmanita; Ratna Nery; Fitri Novia; Dewi Sartika; Rekha Asmara
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol. 9 No. 2 (2024): DECEMBER 2024
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v9i2.18585

Abstract

This study investigates the impact of the REAP (Read, Encode, Annotate, Ponder) strategy on students’ reading comprehension across different reading habits. The research was conducted with 10 second-semester students from the English Language Education program at FKIP UNISKI Kayuagung. This study applied a quantitative method with a pre-experimental design. A reading habits questionnaire and a reading comprehension test were employed to collect the data. The data were analyzed using descriptive statistics and t-tests. Results indicated significant improvements in reading comprehension following the implementation of the REAP strategy, with high and low reading habits groups showing substantial gains. The REAP guided students to listen and read in the reading phase, and then encoding helped them to rephrase their ideas. After that, they could highlight the key points in annotation. Finally, they did group discussions. This process boosts comprehension for all students, regardless of reading habits. Additionally, student perceptions of the REAP strategy varied, with those possessing strong reading habits responding more positively. These findings suggest that the REAP strategy is an effective tool for enhancing reading comprehension across reading habits, fostering skill refinement in proficient readers and marked improvement in less proficient ones.
INTEGRATING FUN AND LEARNIG: THE SUCCESS OF ENGLISH CAMP IN BOOSTING STUDENTS' LANGUAGE CONFIDENCE Andi Asrifan; Dewi Furwana; Andi Bangsawan; Fadhliyah Rahmah Muin
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol. 10 No. 1 (2025): JUNE 2025
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v10i1.18907

Abstract

Proficient English communication is a crucial competency in today's worldwide environment, especially for students seeking to achieve academic and professional success. Traditional English language training techniques in Indonesia frequently prioritize grammar and rote memorization, resulting in insufficient opportunities for authentic language practice and thus diminishing students' confidence and practical application. Immersive programs such as English Camps provide a novel approach, combining organized education with engaging activities. Nonetheless, empirical evidence about their efficacy, especially in resource-constrained environments such as Palopo, is sparse. The English Camp program at SMPIT Insan Madani Palopo markedly enhanced students' confidence in utilizing English via dynamic and engaging activities. Utilizing qualitative data from 150 participants, comprising interviews with students, educators, and tutors, we examined how the integration of enjoyment and learning cultivated a supportive, low-anxiety atmosphere. Significant findings demonstrate an observable rise in students' readiness to engage in communication, less language anxiety, and improved motivation. Logistical constraints and differing competency levels were mitigated by adaptive tactics, including outdoor learning and individualized training. These data highlight the efficacy of English Camps as valuable adjuncts in English language teaching. Such programs can improve both linguistic and psychological outcomes by fostering an immersive, student-centered atmosphere. This study offers significant insights for educators and policymakers, presenting a reproducible approach for enhancing linguistic confidence. Future research ought to investigate the scalability and sustainability of analogous projects to guarantee wider implementation and enduring effects on English language acquisition.
TO SPEAK OR NOT TO SPEAK? THE WILLINGNESS TO SPEAK ENGLISH AMONG ENGLISH DEPARTMENT STUDENTS Shofwa Azzahra; Muhsiyana Nurul Aisyiyah; Tedi Rohadi; Fadillah Sandy
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol. 9 No. 1 (2024): JUNE 2024
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v9i1.19070

Abstract

Adapting to the habits of communicating in English poses a significant challenge for freshmen of English Education Department in Indonesian context. They are required to listen to their lecturers’ explanation in English as well as to use English during classroom discussion. This research aims to explore the factors influencing the willingness to speak English. This study used mixed methods with the explanatory design. The quantitative data were collected by means of survey. As many as 40 first-year students majoring in English education in an Islamic state university in Cirebon filled in the questionnaire. The qualitative data were collected by interviewing 8 students. The quantitative data were analyzed with descriptive statistics while the qualitative data was used to corroborate the analysis of the quantitative findings. The results showed that the factors influencing students' willingness to speak are task type, topic of discussion (topics of familiarity, topics of interest, and topic preparation), interlocutor, students' personal characteristics (fear of negative evaluation, fear of correctness of speech, personality (shyness), self-confidence, teacher's role, and seating location.
GAMIFYING VOCABULARY LEARNING: THE EFFECTS ON STUDENTS’ ACQUISITION Indah Lestari; Desi Surlitasari Dewi; Shalehoddin Shalehoddin
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol. 9 No. 2 (2024): DECEMBER 2024
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v9i2.19077

Abstract

Vocabulary acquisition is a critical aspect of language learning, yet traditional teaching methods often fail to engage students. Game-based learning (GBL), particularly using platforms like Kahoot, has emerged as a promising approach to address these challenges by fostering an engaging and interactive learning environment. This study aims to investigate the effectiveness of GBL, specifically using Kahoot games, in improving vocabulary acquisition and enhancing student engagement among 7th-grade students. A mixed-method approach was employed, combining quantitative analysis of pre-test and post-test scores with qualitative insights gathered from student interviews and classroom observations. With a mean difference of -26.000, t = -17.085, and p = 0.000, the paired sample t-test findings indicate a significant increase in post-test scores compared to pre-test scores and 0.9150 is the mean N-Gain score. The study suggests that integrating educational games like Kahoot into the classroom can effectively enhance vocabulary acquisition and create an engaging learning environment. so that the implementation of Game-Based Learning based on Kahoot games can be applied according to current conditions and can be more optimal in the future.
The Impact of Personality on Second Language Acquisition: Insights from A Visually-Impaired Student Ana Humardhiana
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol. 9 No. 2 (2024): DECEMBER 2024
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v9i2.19452

Abstract

The success of second language acquisition (SLA) is influenced by both external and internal factors, with internal factors comprising individual differences (IDs) among learners. Among these IDs, personality has increasingly been recognized as a significant determinant in SLA success. This study investigates the impact of personality on SLA of a visually-impaired student learning English. Employing a case study method, the research focuses on a fifth-grade student with congenital visual impairment. Data were collected through observation, documentation, and interviews to provide an in-depth analysis of the participant’s personality in relation to SLA outcomes. The findings reveal that three personality traits—openness to experience, neuroticism-emotional stability, and extraversion-introversion—exert direct influences on the learner’s SLA. Additionally, two traits, conscientiousness and agreeableness, have indirect impacts. This study aims to offer a comprehensive understanding of the interplay between personality traits and SLA among visually impaired learners, providing valuable insights for English language teachers to address learners' IDs effectively. Furthermore, it contributes to the limited body of research on SLA and personality traits within the context of visually impaired learners, serving as a reference for future investigations in this area.

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