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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.
Arjuna Subject : -
Articles 163 Documents
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CONTINUING PROFESSIONAL DEVELOPMENT ACTIVITIES FOR ENGLISH TEACHERS Nana Priajana
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.v2i1.1592

Abstract

Abstract: Teachers’ quality plays a paramount role in the improvement of quality of education. A way to ensure high quality teachers is through effective continuous professional development for teachers. This present study is aimed to explore how the EFL teachers develop their professionalism particularly in terms of pedagogical and professional competencies. The result shows that there are three main themes of professional development pursuits of EFL teachers comprising of self-initiated or individual, institutional, and non-institutional professional development activities.  Keywords: continuing professional development, EFL teachers, pedagogical competency, professional (subject matter) competency
GRAPHIC ORGANIZER VERSUS SENTENCE COMBINING: DETERMINING A STRATEGY FOR TEXT WRITING Hendi Hidayat
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.v2i1.1593

Abstract

Abstract: This study examines how students with high and low interest who were trained through graphic organizer differ significantly from those who were trained through sentence combining strategy in writing hortatory text. The subjects of the study were the eleventh grader students of MANU Buntet Pesantren Cirebon in the Academic Year of 2015/2016. The population consists of 315. Two of eight classes were selected as the sample of the research. The experiment was set up according to a pre-test and post-test for both experimental and control group. The writer used an experimental research with factorial design 2 x 2 as the research design by technique of multifactor analysis of variance (ANOVA). The findings of this study indicate that graphic organizer is more effective than the sentence combining strategy. It can be seen from the results of both scores in the experimental class that the scores of the post-test have significantly different comparing to the post-test scores in the control group. The writer also found that since learners generally have more background knowledge, graphic organizers bridge what learners already know with what they are learning.      Keywords: Graphic organizer, Sentence Combining, Interest, hortatory, experiment.
THE IMPLEMENTATION OF MIND MAPPING TECHNIQUE IN TEACHING WRITING: A CASE STUDY AT MAN 13 JAKARTA Edy Waloyo
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.v2i1.1596

Abstract

Abstract: The objective of this study is to investigate the implementation of mind mapping in teaching writing narrative text. This study is conducted at the eleventh grade students of social class of Madrasah Aliyah Negeri 13 Jakarta. This study uses qualitative research design to find the answer of the objectives of the research. The data is collected by classroom observation, the teacher’s and the students’ interview, and students’ works. All the data are collected, classified, and analyzed. The data which could represent to answer the objective of the research are taken as the example. The example data are used as proves of the research finding. The research finding of this study shows that mind mapping has good influences to the students writing skill. It equips the students with clear guideline to write because it allows students think freely and creatively. The students understand the text organization of narrative, the tense in writing narrative, and how to determine the sequence of the story based on the mapping and key words provided. Key words: mind mapping, teaching writing, narrative text, qualitative 
TRANSLATION OF CHILDREN’S STORYBOOK FROM THE SKOPOS THEORY PERSPECTIVE Siti Luruh Ayu Noerjanah
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.v2i1.1597

Abstract

Abstract. This study investigated the strategies applied by the translator in translating a series of bilingual children storybook (Indonesia-English) entitled: Kancil Jadi Raja (Mouse Deer Becomes King) published by Dinar Media, Jakarta and the appropriateness of the translation result with Skopos theory. This study employed a descriptive qualitative study design. Total sampling was applied to collect the data. The data were collected from the texts of the bilingual children’s storybook or document analysis. The researcher analysed the documents using the microstructural analysis introduced by Leuven Zwart (1989-1990), an expert in translation studies which developed a comparative model of texts analysis, where the source texts and target texts was compared to identify the translation strategies, The texts consist of 59 sentences.  The data shows that: 1.) There were eleven (11) types of translation strategies applied by the translator which was in line with skopos theory or more likely to emphasized on the Target Text (TT), among others: Transference strategy applied six (6) times , Cultural Equivalent strategy applied sthirty two (32) times, Transposition strategy applied nine (9) times, Modulation strategy applied seven (7) times, Reduction strategy applied eight (8) times, Expansion strategy applied six (6) times, Couplets strategy applied twelve (12) times, Triplets strategy applied eight (8) times, Quadruplets strategy applied four (4) times, Notes strategy applied two (2) times and Synonymy strategy applied two (2) times. This study concludes that the translation result was appropriate with skopos theory. Keywords: Translation, Skopos, translation strategies, Bilingual children’s storybook.  
DEVELOPING SCORING RUBRIC: DO THE STUDENTS NEED IT? Aninda nidhomil Hima; Teguh Hadi Saputro
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol. 2 No. 2 (2017): DECEMBER 2017
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v2i2.2170

Abstract

Abstract: For many reasons, the use of scoring rubrics has acquired more attention. However, the number of studies investigating the perception and the writing performance as well as the relationship between those two variables in the use of rubric is limited. Therefore, by involving 27 students in Writing -class of an English Language Education Department at a particular university in Indonesia, the present study aimed to explore the students’ perceptions through surveys and their writing performance in the three different situations in which they had no scoring rubric, generate their own scoring rubric and had teacher-made scoring rubric prior to the writing tasks. Also, the study was intended to explore how the students perceived the three situations related to their writing performance. After analyzing the data, it was found that the most helpful situation for the students was the second situation. It also helped the students to achieve the higher score compared to the other two situations. However, there was a contradictory finding in which the students’ perception and their performance were negatively correlated. Keywords: developing scoring rubrics, writing performance, students’       perception
INSIDE OUTSIDE CIRCLE: TEACHING STUDENTS’ SPEAKING SKILL Sayid Wijaya; Melyta Sari
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol. 2 No. 2 (2017): DECEMBER 2017
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v2i2.2171

Abstract

Abstract : Speaking is an interactive process of constructing meaning that can involve producing and receiving and processing information. it is very important productive skill in our daily life as a connector for each other. The research was about the influence of using inside outside circle towards students’ speaking skill at the eighth grade of SMP N 2 Sumberejo in the academic year of 2016/2017. The research is to know the influence of using inside outside circle toward speaking skill. The research methodology was quasi experimental design. In this research, the population was the seventh grade of SMP N 2 Sumberejo Tanggamus. The sample of this research was two classes consisting of 36 students for experimental class and 34 students for control class. In the experimental class, the researcher used Inside Outside Circle and in the control class the teacher used Dialogue Memorization Technique. The treatments were held in 3 meetings in which 2x40 minutes for each class. In collecting the data, the researcher used oral test instrument. Before giving the treatment, the researcher gave pre-test for both classes. Then, after conducting the treatments, the instrument was given in post-test. After giving pre-test and post-test, the researcher analyzed the data using SPSS to compute independent sample t-test. After giving the post test, the researcher analyzed the data by using independent sample t-test. It was found out that result of Sig. (Pvalue) = 0.012 < α = 0.05. It means that Ho is rejected and Ha is accepted. Therefore, there is a significant influence of using Inside Outside Circle towards students’ speaking skill at the second semester of the eighth grade of SMP N 2 Sumberejo Tanggamus in the academic year of 2016/2017.  Keywords:  speaking, dialogue, inside outside circle technique, quasi experimental
A BREAKTHROUGH SYLLABUS IN TEACHING LANGUAGE TESTING COURSE Tedi Rohadi
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol. 2 No. 2 (2017): DECEMBER 2017
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v2i2.2173

Abstract

Abstract: The word “testing or assessment” has always been a scarry thing for anybody especially students. This perception is worsened by the fact that time allotment of the course is limited and the scope of materials to be covered is overloaded. As a result, the students are overwhelmed, confused, and even frustrated. The paper is a report of a breakthrough syllabus in teaching language testing course resulted from a classroom action research in effectively transforming such frightening, bewildering, and discouraging nuances to be a conducive teaching-learning circumstance. Theories and concepts underpinning the study as well as research methodology will initiate the paper. The next part of the paper will discuss the so called “a breakthrough syllabus” itself as the focus of the study and its implementation and findings. The paper will not only elaborate some problems that were encountered during the implementation but also will provide some suggestions to anticipate those potential problems in the end part of the paper. The discussion last but not least enlighten every aspect involved in the study.  Keywords: Assessment, Syllabus, Language Testing
THE EFFICACY OF RECIPROCAL TEACHING METHOD IN TEACHING READING COMPREHENSION TO EFL STUDENTS Qurrotul Ayun; Muhammad Yunus
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol. 2 No. 2 (2017): DECEMBER 2017
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v2i2.2174

Abstract

Abstract: The article aims to investigate the efficacy of Reciprocal Teaching Method (RTM) on reading comprehension to EFL students. The subject of the study was two classes from the second grade students of Ilmu Agama Islam (IAI) in Probolinggo. There were 44 students emerging from XI IAI 1 and XI IAI 2 which consisted of 22 each. Nonrandomized sampling was chosen to select the group. To decide the groups into control and experimental, coin was used. The XI IAI 1 class then became the experimental group (taught using reciprocal teaching method), meanwhile the XI IAI 2 was the control group (taught using conventional as it is). Both classes acquired mixed levels of reading achievement. It means that both classes were at the same level of reading comprehension. After the treatment, it revealed that those who were taught using RTM gained better result than those were taught using the conventional one. Key Words: Reciprocal Teaching Method, Reading Comprehension, Conventional Strategy
IMPROVING STUDENTS’ MOTIVATION IN WRITING DESCRIPTIVE TEXTS BY USING MIND MAPPING Agus Rafii
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol. 2 No. 2 (2017): DECEMBER 2017
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v2i2.2176

Abstract

This research was Classroom Action Research, it means that in this research as the classroom lecturers and asked one collaborator worked together in planning the action, implementing, observing, and reflecting the action. The results of the study concluded that, the implementation of the Mind Mapping Technique in the teaching of writing descriptive text could develop the ability and improve the motivation of the Third Semester Students of English Department in writing descriptive texts. Based on the finding of this study, the result of the students’ writing from the pre – cycle to cycle 1 increased 2.96%, from cycle 1 to cycle 2 increased 3.95%, and from cycle 2 to cycle 3 increased 5.26%. It means that from initial condition to the third cycle had shown significant results. The result of the students’ motivation from the pre – cycle pre – cycle to cycle 1 increased 9.42%. From cycle 1 to cycle 2 increased 5.68%, and from cycle 2 to cycle 3 increased 10.58%. It means that the implementation of the Mind Mapping Technique could improve the students’ motivation. Keywords: Motivation, Writing, Descriptive Text, Mind Mapping Technique
The Analysis of Teaching and Learning Reading Through Think-Aloud Method Satria Adi Pradana
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol. 2 No. 2 (2017): DECEMBER 2017
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v2i2.2177

Abstract

Abstract: Reading is needed by people around the world. The objectives of this research were to know process teaching and learning reading of using think-aloud method, to know teacher’s problem in teaching reading of using think-aloud method and to know students’ problem in learning reading of using think-aloud method. Qualitative was used in this research as a research design. Purposive sampling technique was used to determine the sample. The class of VIII K was chosen as a sample which consisted of 37 students. In collecting the data, observation, interview and documentation were used. Three major phases of data analysis were used in this research, they were: data reduction, data display and data conclusion. This research was conducted in two meeting. After analyzing the data, there were three points of the result. First, the teacher did not apply some of steps in observation checklist, but it did not give the big influence in teaching and learning process. Second, the teacher’s problem in teaching reading through think-aloud method were that the teacher had difficulty to handle the students in giving instruction to ask and also the teacher felt difficulty to manage the time in implementing think-aloud method in teaching reading. Third, the problem faced by the students in learning reading through think-aloud method was that the students could not remember information from the text although they were using think-aloud method. Keywords: Think-aloud method, teaching reading, qualitative research.

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