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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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MOTIVATION AND LEARNING STYLE: DO THEY CORRELATE WITH LANGUAGE PROFICIENCY? Udin Kamiludin
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.v4i1.4218

Abstract

This paper discusses the issues of motivational orientation, learner types and their relationship with English Language Proficiency among the students of semester one in the academic year 2018 / 2019 at the State Institute of Islamic Studies Syekh Nurjati, Cirebon. It is a survey research. The data were obtained through the questionnaires i.e. the Attitude / Motivation Test Battery (AMTB) developed by R.C Gardner, and “How do you learn best?” adapted from K. Willing’s model. And the Standardized Test of English was designed adopting the TOEFL model. The statistical software such as SPSS was employed to analyze the data.The results show most of the participants are instrumentally motivated learner and are communicative as well as teacher-oriented types, and majority of them are of medium level of English Language Proficiency.Furthermore, the findings reveal that an integrative motivated learners scored better than  instrumentally motivated learners in English Language Proficiency Test. This means motivation correlates with English Language Proficiency. Whereas, learning style does not correlate with English Language Proficiency. However, the result of correlation test confirms the r score (0.456) is more than t table score (0.2441); which means the H0 hypothesis is rejected. Thus, Motivation and Learning Style correlate with English Language Proficiency. The findings led to conduct further research on motivating students as to improve their level of English language proficiency.
TEACHERS’ ROLE IN HANDLING MULTICULTURAL’ CLASSROOM; OVERVIEW ON TEACHING STRATEGIES AND MEDIA yasyir fahmi mubaraq; Yulieda Hermaniar; Tri Winindyasari Palupi
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.v4i1.4266

Abstract

Multicultural classroom deals with variety of students’ background in terms of mother tongue, etnicity, and culture. In the teaching and learning process, the variety is considered in deciding the appropriate strategies in media. Therefore, the discussion on teaching strategies as well as the media used applied in the classroom is considered important. This research is aimed at finding out those aspects in the perspective of descriptive qualitative study. The subject of the study are English teachers who teach at vocational school with various majors. the data obtained through observation are analized descriptively using Cresswell’s stages; transcribing, coding and classifying, interpreting, and drawing the conclusion. The result of this research shows that teachers still take significant role in classroom. Teachers’ strategies and media are also decided based on students’ characteristics from different kind of school.
The New Facilitators’ Strategies in Managing Online Discussion of the Second IMOOC hidayah nor
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.v4i1.4425

Abstract

The second Indonesian Massive Open Online Course are the collaboration between Regional English Language Office (RELO) and the Embassy of United States of America in Jakarta introducing the use of technology for autonomous learning as the new insight for the participants that focuses on recruiting pre-service English teachers, English Teachers (Elementary school, junior high school, or senior high school teachers), English lecturers in the university around Indonesia. The purpose of this research was to describe qualitatively the second MOOC new facilitators’ strategies in managing online discussion and whether they were affected by their own facilitators’ strategies when they joined as the participants of the first Indonesian MOOC. There were eight new facilitators who came from different regions in Indonesia such as Rembang, Salatiga, Surabaya, Solo, Semarang, Malang, and Banjarmasin. The data were collected through a Questionnaire. The results of this research shown that there are various strategies that have been applied by the new facilitators including design questions that particularly get on-topic discussion carefully, help online learners in providing a guideline for the preparation on-topic responses, present rules for those who choose off-topic comments explicitly, state the expectation for online discussions participants to stay on a topic, set alternative locations for off-topic discussions, screen all postings and put off-topic posts to alternative locations with an explanation to participants, incorporate a reminder that responses stay on a topic with all posted questions, reword the original question when responses are going in the wrong direction, provide discussion summary regularly, give warning privately and corrective suggestions to learners who submit off-topic comments, give a reward for those who keep on a topic, and offer a grade for those who keep on a topic. This is really helped the second Indonesian MOOC participants to make the discussions contains more cognitive presences and they can accomplish the course and gain a new knowledge from this online course. Keywords: IMOOC, Facilitators’ strategies, Indonesian Massive Open Online Course, Online discussion
INVESTIGATING EFL LEARNERS’ INQUIRY PROCESS IN ACADEMIC READING Hendi hidayat; sumadi sumadi
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.v4i1.4461

Abstract

For a higher-order comprehension, academic reading class at IAIN Syekh Nurjati Cirebon is designed to develop the EFL learners’ critical reading, and to draw their awareness to the relationship between reading and writing. The study was intended to find out how the students are engaged critically to respond to academic texts, and express an informed opinion on issues addressed in a written form. The idea of reading response is influenced by the work of Rosenblatt. For her, reading transaction is an active event. Although this theory was widely applied in literature major, but the writer sees such a valuable thing to bring this theory into academic reading setting. Qualitative data are presented, which demonstrate how critically minded these learners are when engaging with texts. The author gathered data for this analysis by conducting observation, interview and document analysis of learners’ written work.This article concludes with suggestions for how teachers can develop their own critical literacy approach to texts and units. The research concludes that the EFL learners presented in this study established a careful selection of texts, activation of their background knowledge, questions to the author’s ideas, intertextuality for answering the questions, and reflection in finishing their product.
REVEALING PROCESS-BASED AND WRITERS’ CHOICE OF ACADEMIC ESSAY WRITING IN UNDERGRADUATE EFL LEARNERS Rahmawati Auliyah; Farouk Imam Arrasyid
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.v4i1.4478

Abstract

This research are to describe the process-based academic writing plays the role in essay creationin the argumentative essay from EFL learners; to describe the writer’s choice contributing in academic essay writing of EFL in undergraduate by using rhetorical patterns; and to describe the weaknesses and strengths of process-based and writer’s choice role; This research uses the descriptive qualitative. The data sources of this research are argumentative essays from ELTD, sixth semester in undergraduate IAIN SNJ Cirebon. The text was taken from the students who followed GBL lesson in previous semester. The instrument is the researchers theirself. The techniques of collecting data that is used by the researchers are questionnaire, interview transcript, audio recording and document. The result of this research is different with the previous research. In this research, the researcherss shows essay’s writing process in detail, contribution of rhetorical patterns in essay’s creation and how strength and weakness the process also the pattern in essay. To the role of process-based stages here are more than half of efforts in making essay, means certain stages are very useful to the students as the author here. The examples are pre writing, editing and revising, and responding. Then, the patterns help the students as the author to arrange their essay. Both are giving big contribution to communicate the text to the readers. This is such as using marker (Mk 1, Mk 2 and Mk 3) as the signal or bridge among the sentence or the paragraph. However, both of them still have their own to be applied to the EFL learners
AN ANALYSIS OF CULTURAL CONTENT IN THE TEXTBOOK “PATHWAY TO ENGLISH” FOR SECOND GRADE IN SENIOR HIGH SCHOOL Ine Nurjanah; Amroh Umaemah
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.v4i1.4536

Abstract

Abstract: Some teachers English only focus on  students’ four skills and do not introduce about  the culture, especially in learning English. Then, the student don’t know about the culture.  Cultural content is not taught directly. It can introduce through the textbook. So this way the important thing to the teacher should choose the appropriate textbook for teaching and learning language without leaving the culture that represented in the textbook. This research investigates the representation of culture-related contents in English textbooks entitled “Pathway to English” that published by Erlangga for second grade in senior high school in Indonesia. A content analysis of these textbooks was conducted, using two aspects of culture, ‘cultural categories’ and the ‘cultural dimensions’ as the evaluation framework. In this research analayzed 14 chapters, 53 reading passages that was analyzed. Based on the result of the data that was analyszed. The are two aspect that present in this research. The first aspect is the cultural categories of Cortazzi and Jin (1999), and that has most huge amount of the porpostion is target culture. The country that use English as official language. Next, the other cultural categories that has small part  is local culture and the last which has the the smallest part is international culture. The second aspect is five dimentions of Moran’s theory (2001). The most that has huge amount of porpotion in five dimentions is product the second part is person and community. Practice and perspective are the small part that represent in the textbook. 
STUDENT-BASED ASSESSMENT VS. TEACHER ASSESSMENT: IS THERE ANY CONSISTENCY? Setiawan Adi Prasetyo; Aninda Nidhommil Hima
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol. 4 No. 2 (2019): December
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v4i2.4948

Abstract

In Second Language Writing class, the use of student-based assessment such as self and peer assessments has been increasingly promoted in addition to the teacher-assessment (Alias, Masek, & Salleh, 2015; Chang, Tseng, & Lou, 2012; Esfandiari & Myford, 2013) to help the students make a good writing product (Andrade, Du, & Mycek, 2010). Nevertheless, the inclusion of the student-based assessment result in determining the students’ final score still becomes a controversial matter since some studies prove that the student-based assessment and teacher assessment are not in agreement and tend to be questionable (Alias et al., 2015; Panadero, Romero, & Strijbos, 2013). Therefore, to bridge the gap, this study aims at investigating the level of consistency among self-assessment, peer assessment, and teacher assessment in a writing course. Through a correlational research design, the current study involved 21 students who took a paragraph writing course and experienced in self and peer assessing.  To collect the data, the students were asked to write an expository paragraph that was assessed through self, peer and teacher assessments.  After collecting the data, then the data analysis is done by using Spearman Rank Order Correlation to answer whether or not there is consistency among self-assessment, peer assessment, and instructor assessment. The results reveal that the students provided the same score in self, peer and teacher assessment. However, the correlations in both self and peer-assessment, as well as self and teacher assessment, are not considered statistically significant. The significant difference occurs in the correlation between peer and teacher assessment result only. From this finding, it can be recommended to the teacher to include the result of peer assessment in determining the students' final grade.
An Analysis of the Higher Order Thinking Skills (HOTS) in the National Examination of English On Junior High School Level Astuti Widiyaningsih; Tri Ilma Septiana
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol. 4 No. 2 (2019): December
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v4i2.4964

Abstract

This study was carried out to obtain empirical evidences on the distribution of the higher order thinking skills (HOTS) based on the revised edition of Bloom’s Taxonomy in the National Examination of English subject on Junior High School level. This study used document analysis method that enables the writers to identify, analyze, and categorize the quality of National Examination questions into Bloom’s taxonomy. the writers employed questions from 2016-2017 and 2017-2018 academic years as sample. The major findings of this study demonstrate that they were only 6 and 9 out of 50 questions or 12% and 18% from two respective National Examinations can be categorized into the higher order thinking skills. Moreover, the writers also found that the highest order thinking skills classified into C4 or analysis ability. Meanwhile, the lower order thinking skills can be found as many as 44 and 41 questions or 88% and 82% from respective each academic year. In conclusion, the writers conclude that the most questions of National Examination in Junior High School Level can be categorized into the Lower Order Thinking Skills (LOTS). Besides, based on the data the improvement quality of questions was only 6% from two academic years.
EXPLORING WRITING STRATEGIES OF BILINGUAL STUDENTS Romadhon Romadhon; Edy Waloyo
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol. 5 No. 2 (2020): December
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v5i2.5036

Abstract

Scholars have long debated the impact of bilingualism on foreign language acquisition. This research was conducted in Senior High School and it involved five bilingual students. They were considered qualified as research subjects because of their language background. The researchers employed observation, documentation of students’ writing, and in-depth interview to gain the data.  The aims of this research are: to describe the bilingual students’ writing performance, to explore writing strategies used by bilingual students, and the reasons why they use those strategies. The research findings suggest that students had a lack of awareness in the organization and content of their writing because they were only concerned about the structure and spelling. Bilingual students used some strategies during writing preparation, while writing, and revision. During the writing preparation, they preferred to write carefully and collaboratively by making a draft, writing scratch before real writing, asking teacher's instruction, and others.  While writing, they did not really give attention to readers’ perspectives. Also during the revision process, they were concerned to edit words or sentences instead of revising the content or organization.
READING STRATEGIES IN ISLAMIC BOARDING SCHOOL: A SMALL SCALE SURVEY Arroza Sindiyasti
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol. 4 No. 2 (2019): December
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v4i2.5099

Abstract

Reading strategies issues appear in EFL context, not only in formal education but also in informal education, for example in Islamic boarding school. The aims of this study is to identify the use of reading strategies by the students of Islamic boarding school. This study included 71 students at Islamic boarding school from higher education with the different studies in their university as respondents. The researcher used quantitative research with Survey of Reading Strategies (SORS) based on Mokhtari and Sheorey’s (2002) questionnaire. The questionnaire was divided into three categories: Global strategies, Problem-solving strategies, and Support strategies. There are 30 items used point Likert scale from level 1-5 as the main instrument in data retrieval. To analyze the data, the researcher using SPSS and Microsoft Excel. The result showed that the most reading strategies used by the students is problem-solving strategies with mean score = 3,952 followed reading strategies with mean score = 3,663 and the lowest one is support strategies with mean 3,633. The score of each domain indicate in high level of use. It means almost of students believe and use reading strategies while reading academic materials.

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