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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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SOURCES OF SELF-EFFICACY INFLUENCING ENGLISH SPEAKING SKILLS OF EFL LEARNERS Rahmi Rahmi; Intan Raihana
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol. 10 No. 1 (2025): JUNE 2025
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v10i1.19500

Abstract

Self-efficacy is a crucial factor in English language learning because it can support students’ performance. This study aims to investigate the sources of self-efficacy influencing the speaking skills of EFL students. This research was carried out at a university in Aceh province, Indonesia. This study used a qualitative approach and involved four EFL teaching program students who completed a public speaking class as participants. The data were collected through semi-structured interviews, which were analyzed qualitatively through three concurrent flows of activity, including data condensation/reduction, data display, and conclusion drawing/verification. Bandura's (1997) theory was used to categorize the sources of the students' self-efficacy. The results show that four sources of self-efficacy had a role in shaping the EFL students' performance in speaking, including their mastery experiences, such as working as reporters and presenting in front of their peers; their vicarious experiences from local and online contexts; their psychological states; and verbal persuasions that they got from parents, friends, and lecturers.
An Analysis of Deixis in Song ‘Popular’ & ‘Yes, And’ for Teaching and Learning Practice for ELT Student Maimunah Maimunah Mudjahid
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol. 9 No. 2 (2024): DECEMBER 2024
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v9i2.19642

Abstract

The objective of this study is to examine the utilization of deixis in song lyrics. Employing a qualitative descriptive approach, the research focuses on the lyrics of two songs, “Popular” and “Yes, and,” performed by Ariana Grande. The analysis of these songs revealed the presence of various deixis types, with distinct frequencies observed in each song. Specifically, the identified deixis categories include personal deixis, temporal deixis, spatial deixis, discourse deixis, and social deixis. The findings for “Popular” show 55 of personal deixis, 2 instances of spatial deixis, 7 of temporal deixis, 2 of discourse deixis, and 1 social deixis. In contrast, the analysis of “Yes, And” revealed 63 instances of personal deixis, 17 instances of spatial deixis, 1 temporal deixis, 2 of discourse deixis, and 3 of social deixis. Based on these results, it can be concluded that personal deixis is the most frequently used type in both songs. The result of this research shown how deixis analysis in song lyrics contribute in teaching and learning for ELT students.
THE USE OF PLOTAGON AS A CREATIVE DIGITAL MEDIA ING ENGLISH LANGUAGE TEACHING Justsinta Sindi Alivi
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol. 9 No. 2 (2024): DECEMBER 2024
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v9i2.19656

Abstract

This paper presents some alternative activities using Plotagon as media to teach English skills in English language teaching (ELT) contexts. Plotagon is a video creator application allowing users to make interactive and attractive video materials in the form of storytelling animation.This paper particularly offers how to use Plotagon to make teaching and activities are more interactive in and beyond the classroom. Furthermore, Plotagon is potential to enhance not only teachers but also students’ creativity. The substitution augmentation modification redefinition (SAMR) model is also applied to describe how Plotagon is used in different levels of teaching and learning activities. Thus, this paper is expected to contribute practically to the teachers’ development and innovation especially in English language teaching contexts.
CHATGPT IN HIGHER EDUCATION: A REVOLUTION IN WRITING OR A RISK TO ORIGINALITY? Sohibul Hairi; Arisandi Setiawan; Anandha Dewi P
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol. 10 No. 1 (2025): JUNE 2025
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v10i1.19826

Abstract

The integration of artificial intelligence (AI), particularly ChatGPT, into higher education has sparked critical discussions about its role in supporting students’ academic writing, especially in enhancing logical reasoning—a fundamental component of scholarly discourse. This study aims to investigate the effectiveness of ChatGPT in fostering students’ ability to construct coherent and well-reasoned arguments in academic contexts. Using a mixed-methods approach, the research involved 25 undergraduate students from an English Education Program with prior experience using AI writing tools. Data were collected through surveys, semi-structured interviews, and comparative analysis of student writing with and without ChatGPT assistance. Quantitative analysis revealed a high adoption rate of ChatGPT for tasks such as argument structuring, idea generation, and proofreading. Qualitative findings highlighted that student perceived significant improvements in clarity, coherence, and logical flow when using AI tools. Thematic analysis identified key benefits, including real-time feedback, diversified perspectives, and enhanced writing fluency. However, students also expressed concerns about over-reliance, superficial reasoning, and diminished originality. Comparative analysis showed that AI-assisted essays demonstrated greater structural coherence but required manual refinement for complex reasoning. While ChatGPT provided consistent and immediate feedback, human instructors were valued for their depth, contextual insight, and critical engagement. Limitations included the AI’s lack of deep comprehension, occasional inaccuracies, and generic responses, especially regarding nuanced topics. Students adopted strategies such as cross-checking AI outputs, integrating peer reviews, and limiting AI use to early writing stages to maintain academic integrity. In conclusion, while ChatGPT serves as a valuable supplementary tool for enhancing logical reasoning in academic writing, its effectiveness depends on critical engagement and balanced integration with traditional pedagogical approaches. The findings underscore the need for informed policies and ethical frameworks to guide responsible AI use in higher education.
THE RELATIONSHIP BETWEEN SELF-EFFICACY AND MOTIVATION IN EFL WRITING: EVIDENCE FROM AN INDONESIAN ISLAMIC UNIVERSITY Galang Tirta Yudha; Margana Margana; Satria Adi Pradana
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol. 10 No. 1 (2025): JUNE 2025
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v10i1.19988

Abstract

English language proficiency, particularly writing skills, is increasingly crucial for academic and professional success. However, EFL (English as a Foreign Language) learners, especially in non-English speaking countries like Indonesia, face significant challenges. This study investigated the relationship between writing self-efficacy and writing motivation among EFL learners within the unique context of an Indonesian Islamic university, a setting where the influence of Islamic values and local culture on these constructs remains under-explored. The aim was to determine the strength and direction of the relationship between self-efficacy and motivation in EFL writing among this specific population. A quantitative, correlational design was employed, using questionnaires based on Bandura’s (1997) social cognitive theory and Ryan and Deci’s (2000) self-determination theory. Participants were 48 fourth-semester English Education students at UIN Raden Intan Lampung, selected through simple random sampling. Data were collected via Google Forms and analyzed using R Studio, including descriptive statistics, reliability analysis (Cronbach’s alpha), and Pearson’s correlation. The results revealed moderately high levels of both writing self-efficacy (M = 2.90, SD = 0.25) and writing motivation (M = 2.90, SD = 0.22). A statistically significant positive correlation was found between writing self-efficacy and writing motivation, r(46) = 0.49, p < .001, indicating a medium effect size. This finding suggests that students with higher confidence in their writing abilities also tended to be more motivated to engage in English writing tasks. The study contributes to understanding the dynamics of EFL writing in a specific cultural and religious context, highlighting the importance of fostering both self-efficacy and motivation in EFL instruction within Indonesian Islamic higher education, and has implications for curriculum developers.
AI AS TEACHING PARTNER: EXAMINING EFL EDUCATORS' PRACTICES IN ONLINE READING COMPREHENSION Aldha Williyan; Ema Wilianti Dewi; Kautsar Kautsar
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol. 10 No. 2 (2025): DECEMBER 2025
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v10i2.20046

Abstract

This study examines how EFL teachers incorporate Artificial Intelligence (AI) into teaching reading comprehension in online environments, with a focus on its role in lesson planning, delivery, and evaluation. The research aims to understand the diverse ways educators adopt AI tools in their practices. Using a qualitative approach, involving interviews and classroom observations, the study captures teachers' experiences with AI integration. Findings reveal that AI enhances the personalization of reading materials, enables real-time feedback during lessons, and streamlines the grading process. However, the study also highlights differing attitudes toward AI, as some teachers prefer traditional methods, citing concerns about losing pedagogical control and the limitations of AI technology. The study concludes that, while AI holds significant potential for improving instructional practices, there is a clear need for professional development programs to help teachers effectively balance AI use with traditional pedagogical methods. Future research should investigate the long-term effects of AI on student learning outcomes, examine AI's influence on teacher-student interactions, and evaluate the role of professional development in supporting AI adoption in education.
IDENTIFYING LEARNING STRATEGIES EMPLOYED BY SUCCESSFUL AND LESS SUCCESSFUL STUDENTS IN READING Pramudita Mei Setyowati; Sugirin Sugirin
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol. 10 No. 1 (2025): JUNE 2025
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v10i1.20454

Abstract

This study aims at identifying successful and less successful students’ learning strategies in reading, and the way they overcome the difficulties in reading. The study uses mixed method in collecting the data. The instruments used are field notes, Oxford’s SILL (Strategy Inventory of Language Learning) questionnaire, interview guide, and document analysis. The study has 2 findings; first, there is no significant difference for both successful and less successful students’ learning strategies with the data of metacognitive, then followed by cognitive, memory, compensation, affective, and social. Second, the students use various platforms, motivation, and way in reading. In addition, this study provides information about successful and less successful students’ learning strategies in reading, so the teacher can assist less successful students in the way the students prefer.
RHIZOMATIC EXPLORATIONS OF PRE-SERVICE EFL TEACHERS IN THE TEACHING PRACTICUM Nizar Ibnus
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol. 10 No. 1 (2025): JUNE 2025
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v10i1.21040

Abstract

Pre-service teacher professional development is dynamic rather than linear. During their participation in a real-life teaching practicum, pre-service teachers dealt with a variety of elements that formed an assemblage, including unexpected condition such as curriculum revision. Accordingly, the purpose of this phenomenological research is to investigate pre-service teachers' professional growth experiences during the teaching practicum as they adjust to the changed curriculum. The study included seventeen EFL pre-service teachers who completed a two-month teaching practicum in fourteen different schools. The teaching practicum took place in the same semester when Kurikulum Merdeka (Emancipated Curriculum) was adopted in schools. Interviews, observations, and field notes were used to obtain the data in the settings. The data were examined using thematic and situational analysis in accordance with Lian's rhizomatic system, which consists of an intellectual framework, operational space, and support structure. The findings show that the teaching practicum acted as a macrosimulation, allowing pre-service teachers to experience non-hierarchical operational history change, resulting in personal learning outcomes. Throughout the program, they were helped by technology and social networks. The teaching practicum enabled them to hone their teacher-related skills and shape their professional identity. These findings indicate the necessity for a teacher professional development program that focuses on increasing their sense of self-direction and agency.

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