ELT Echo: The Journal of English Language Teaching in Foreign Language Context
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.
Articles
148 Documents
<![CDATA[Analysis of Students' Problems on the Reading Section of TOEFL ]]>
<![CDATA[Tri Ilma Septiana]]>
<![CDATA[ ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol. 6 No. 1 (2021): JUNE ]]>
Publisher : <![CDATA[IAIN Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/eltecho.v6i1.8576
<![CDATA[In the present study, TOEFL as a standardize test is used UIN Sultan Maulana Hasanuddin as one of requisites to complete study. This study aims to analyze the most difficult reading skills for students of English Education Department (further glossed by EED) and their problems on the reading section of TOEFL. It employed a case study, in which 22 EED students were involved in the TOEFL test which carried out by Language Development Center, UIN Sultan Maulana Hasanuddin Banten. There were three instruments used: archival record of TOEFL test, questionnaire and interviews. The findings of this study found that finding main idea was the most difficult reading skills, Meanwhile, some problems of EED students on the reading section of TOEFL test were limited vocabulary mastery, lack of grammatical knowledge and reading skills, unfamiliar with the topic, as well as low concentration, physical endurance, and limited time.]]>
<![CDATA[Investigating English Education Master Students' Perceptions on Critical Thinking Skills ]]>
<![CDATA[Kristian Florensio Wijaya]]>
<![CDATA[ ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol. 8 No. 1 (2023): JUNE ]]>
Publisher : <![CDATA[IAIN Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/eltecho.v8i1.8879
<![CDATA[Abstract: One of the prominent and indispensable higher-order thinking skills that need to be fully mastered by EFL learners in this modern age is critical thinking. In the light of critical thinking skills, EFL learners are believed to be succeeded in both academic and real-life situations since they have become more strategic thinkers capable of managing their language learning enterprises. This small-scale qualitative study employed qualitative content analysis to fully obtain more renewable research findings influential for the betterment of ELT enterprises. Two research instruments were also harnessed to fulfill this major research objectivity namely the Likert-scale questionnaire and open-ended written narrative inquiry questions. The participants taking part voluntarily in this study were 15 English Education Master Students of Sanata Dharma University, Yogyakarta. Based on the obtained findings, two specific themes could be attained namely (1) Critical thinking skills enabled EFL learners to attain more fruitful target language learning outcomes, and (2) Critical thinking skills allowed EFL learners to be more life-long knowledge seekers. To holistically promote a higher degree of critical thinking skills for diverse EFL learners, language educators in this archipelago are strongly advocated to sustainably instill more engaging, meaningful, and contextual learning dynamics.  Keywords: critical thinking skills, English Education Master Students, qualitative   content analysis]]>
<![CDATA[CULTIVATING EFL PRE-SERVICE TEACHERS’ SOCIAL PRESENCE IN ONLINE CLASSROOM MANAGEMENT PRACTICE THROUGH PROJECT-BASED LEARNING ]]>
<![CDATA[Banatul Murtafi'ah]]>;
<![CDATA[Ferbiana Nerissa Arvenina]]>
<![CDATA[ ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol. 6 No. 2 (2021): DECEMBER ]]>
Publisher : <![CDATA[IAIN Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/eltecho.v6i2.8979
<![CDATA[The current pandemic situation has forced EFL preservice teachers to conduct their teaching practice virtually. By teaching virtually means that they must have the ability to manage classroom online. However, to the best of researchers’ knowledge, these pre-service teachers did not get any preparation related to online classroom management. One of the must-have abilities for pre-service teachers to manage online classroom is social presence. Since during online teaching the social contact between teachers and students weaken, then the ability for the teachers to socially present before their students is urgent. Though several studies have proposed that students’ social abilities could be supported through project-based learning, there is a limited study investigating project-based learning and social presence. Therefore, through this research, the researchers attempted to develop a course focusing on developing pre-service teachers’ social presence while practicing online classroom management through four stages of project-based learning activities. Using a social presence questionnaire adapted from Swan et al. (2008) and Arbaugh (2008), after one semester, the results show that there was a significant difference between preservice teachers’ pre-test and post-test score of social presence. It is also found that female pre-service teachers have higher social presence level than male pre-service teachers. In addition, 87% of the pre-service teachers joining the study also acknowledged that the project-based learning activities they did during the course help them develop their social presence. At the end, several implications related to the research findings are proposed in this paper.]]>
<![CDATA[BEYOND HYPOTHESIS: AN UNSTRUCTURED INTERVIEW ON STORYTELLING TRAINING ]]>
<![CDATA[Ira Mutiaraningrum]]>;
<![CDATA[Meniwati Meniwati]]>
<![CDATA[ ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol. 6 No. 2 (2021): DECEMBER ]]>
Publisher : <![CDATA[IAIN Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/eltecho.v6i2.8991
<![CDATA[Community empowerment in the border area has attracted considerable attention, including in terms of English Language learning. This study is a smaller part of a bigger project carried out in Temajuk Village, West Kalimantan, Indonesia. This study used unstructured interviews to explore what has neither been tested in the hypothesis nor questioned in the research problems. The unstructured interview has not really been put to use despite its ability in uncovering a wider range of topics of conversation. Thus this descriptive study seeks to examine participants’ thoughts after attending a six-meeting training of storytelling in English to tour guides in Temajuk Tourism Village. The findings revealed that participants appreciated the training given and are enthusiastic about attending more training. The pocketbook surprisingly is the most favorable way of teaching preferred by participants. This study also encourages the use of gradually increasing difficulty of method in teaching English for participants coming from different backgrounds of educations and ages. This study provides insights and input for future policies and programs for the empowerment of the border community.]]>
<![CDATA[USING COOPERATIVE LERNING MODEL- SNOWBALL THROW TO IMPROVE STUDENTS ENGLISH LEARNING OUTCOMES ]]>
<![CDATA[Lanlan Muhria]]>
<![CDATA[ ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol. 6 No. 2 (2021): DECEMBER ]]>
Publisher : <![CDATA[IAIN Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/eltecho.v6i2.9226
<![CDATA[The goal of this study was to see if a snowball throwing cooperative learning strategy could improve students' English learning outcomes in from of writing an advertisement. Classroom Action Research is the research method used in this study. The actions are divided into two cycles, each with four stages: preparation, implementation, observation, and reflection. The study was carried out at SMPIT Al Muhsinin with 24 students, 10 males and 14 females. Data gathering procedures are observations, interviews, assessments, and documentation. the findings of the research shows that snowball throwing cooperative learning strategy has a good influence on enhancing student learning outcomes, as seen by an increase in student learning completion in each cycle, which is 56.25 percent in cycle I and 81.25 percent in cycle II. As a result, the classical completion of pupil learning has been attained. The Snowball Throwing methodology, when used collaboratively, can boost students' learning motivation and cooperation when learning English.]]>
<![CDATA[THE USE TECHNOLOGY BASED ON ARTIFICIAL INTELLIGENCE IN ENGLISH TEACHING AND LEARNING) ]]>
<![CDATA[Tira Nur Fitria]]>
<![CDATA[ ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol. 6 No. 2 (2021): DECEMBER ]]>
Publisher : <![CDATA[IAIN Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/eltecho.v6i2.9299
<![CDATA[Artificial Intelligence (AI) is a human intelligence simulation based on computers and designed to function as human beings. AI is one of the drivers of the 4.0 industrial revolution to facilitate education in teaching and learning. This research is to know the role of AI in ELT and to investigate AI technologies in ELT. This is library research. The result shows that AI offers a good learning atmosphere for English learning. It has considerable ability to create a personalized atmosphere in which learners use their senses to concurrently exercise English skills depending on their current level of English, vocational needs, or interests. AI provides a real simulation dialog platform such as spoken English and increases practical skills such as written. It increases the practice of students’ capacity and optimizes the teaching impact of English in ELT. Learning English become easier with the development of technology and platforms. AI’s technology offers the opportunity to improve English language skills. The existence of various kinds of learning technology makes it easier for students to understand English. Many choices of ELT applications are based on AI technology that can be used by the students. These technologies as smart machines that think and behave like people with the ability to simulate intelligence and make decisions identical to human reasoning through a process both computers and cell-phones such as Google Translate, Text to speech (TTS), English Able, Orai, Elsa, Chatbot, Duolingo, Neo platforms, and many more.]]>
<![CDATA[QUIZIZZ PLATFORM AS THE REALIZATION OF ASYNCHRONOUS LEARNING TO IMPROVE STUDENTS’ VOCABULARY MASTERY ]]>
<![CDATA[Ariani Dyah Pusparani]]>
<![CDATA[ ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol. 6 No. 2 (2021): DECEMBER ]]>
Publisher : <![CDATA[IAIN Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/eltecho.v6i2.9312
<![CDATA[The purpose of this research is to discover the significant difference of using Quizizz as an asynchronous learning to students in learning vocabulary mastery of Junior High School. The research was done using a quasi-experimental design, where two classes of pre-test and post-test design were applied as the research design. 32 students of VIII C and 32 students of VIII I in SMPN 1 Kayen in the academic year 2021/2022 were taken as the sample. The students were classified into two groups as experimental and control group. The acquired data was examined using a t-test.. The result of the research expressed that the t-test had a higher value than the t-table (t-value = 3.939 > t-table = 2.00, a = 0,05). Both groups' vocabulary mastery has improved, however there is a considerable difference between the two. The experimental class learning outcomes of the post-test score had an average of 88,44 while the average of control class is 78,9. Therefore, it can be concluded that the use of Quizizz platform as asynchronous learning can improve students’ vocabulary mastery. Quizizz helps students expand their vocabulary while playing games.]]>
<![CDATA[THE IMPLEMENTATION OF PRONUNCIATION PRACTICE COURSE USING THE MINIMUM PAIR STRATEGY METHOD IN ENGLISH TEACHING ]]>
<![CDATA[Hapsari Dwi Putri Ariyanti]]>;
<![CDATA[Thohiriyah Thohiriyah]]>
<![CDATA[ ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol. 6 No. 2 (2021): DECEMBER ]]>
Publisher : <![CDATA[IAIN Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/eltecho.v6i2.9338
<![CDATA[The learning of English has its level of difficulty. One of its difficulties is pronunciation practice which is influenced by several factors. This study purposes to determine the factors that influence the difficulty in pronunciation practice. This study aims to implement a minimal pair strategy to facilitate learning pronunciation for students in one of the elementary schools in Temanggung as the object of this study. This study uses an experimental method by dividing a class of third-grade into two groups, namely the experimental group and the control group. By using this method, two different data will be generated to compare how effective the implementation of the minimum pair strategy is for elementary school students, especially for learning pronunciation.]]>
<![CDATA[AN ANALYSIS OF STUDENTS’ GRAMMATICAL ERROR IN WRITING PERSONAL LETTER ]]>
<![CDATA[Dewi - Sartika]]>;
<![CDATA[Inka Sundari]]>;
<![CDATA[Ratna Nery]]>
<![CDATA[ ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol. 6 No. 2 (2021): DECEMBER ]]>
Publisher : <![CDATA[IAIN Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/eltecho.v6i2.9346
<![CDATA[This study aimed to find out grammatical errors in writing personal letter and the most grammatical errors made by the eleventh graders of SMA Negeri 5 Ogan Komering Ilir. This study used descriptive qualitative research method. The subject of the study was the eleventh social one students of SMA Negeri 5 Ogan Komering Ilir in the academic year of 2020/2021. The technique of collecting the data were a writing testusing google form. To check the validity and reliability of the test, a triangulation method was applied. The information was presented in a descriptive manner and assessed using a percentage calculation. The calculations presented that the students made 12.5% sentence pattern errors, 24.1% tense errors, 9.17%pronoun errors, 2.5% preposition errors, 20% punctuation errors, and 31.66% spelling errors.The most dominant of grammatical errors made by students was error of spelling (31.66%). ]]>
<![CDATA[CONSTRUCTING IDENTITY AND CONTINUING PROFESSIONAL DEVELOPMENT: A SUCCESSFUL EFL IN-SERVICE TEACHER’S STORY ]]>
<![CDATA[Vika Anisa Gusndilla]]>;
<![CDATA[Ista Maharsi]]>
<![CDATA[ ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol. 7 No. 1 (2022): JUNE ]]>
Publisher : <![CDATA[IAIN Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/eltecho.v7i1.9539
<![CDATA[This research aims to reflect stories of an EFL in-service teacher (Ms. Camelia, pseudonym) about her teacher professional development experience. Assigned in a secondary school with limited facilities in a small town, she has proven to excel in her professional development and get the ultimate appreciation of an award from the Ministry of Education in 2019. Nine year-teaching experiences enriched with dozens of workshops, seminars, and being an invited guest speaker in prestigious academic forums has considerably made her an outstanding teacher. This study explores stories of her career and struggle towards crafting her identities. Data were collected from in-depth interviews and documents. The interviews were transcribed verbatim, themes and sub-themes were generated following the Interpretative Phenomenological Analysis (Smith and Osborn, 2003). This study finds that professional development requires high commitment on self-development, attitudes, competency, and sustaining drives. Filled with varied emotional moments, Ms. Camelia has succeeded in embracing the persistence and keeping the awareness that propel her get through signified turning points of her professional development. Those commitment and emotional aspects have built Ms. Camelia’s self-actualization towards high achievement and recognition in teaching field.]]>
