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ELT Echo
Published by Universitas Islam Negeri Siber Syekh Nurjati Cirebon
ISSN : 25495089     EISSN : 25798170     DOI : -
Core Subject : Humanities, Education, Art,
Arts Humanities Education Languange, Linguistic, Communication & Media
ELT Echo is published twice a year i.e on June and December by the Department of English Language Teaching, IAIN Syekh Nurjati Cirebon. It welcomes a wide range of topics in the area of English Language Teaching particulalry in English as Foreign Language (EFL) context, which the focus ranging from issues in second language acquisition, language teaching skills (listening-speaking-reading-writing), grammar (traditional and functional), core linguistics (phonology, morphosyntax, semantics) and macrolinguistics (pragmatics and discourse analysis).
Arjuna Subject : -
Articles 7 Documents
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Search results for , issue "Vol 10, No 2 (2025): DECEMBER 2025" : 7 Documents clear
AI AS TEACHING PARTNER: EXAMINING EFL EDUCATORS' PRACTICES IN ONLINE READING COMPREHENSION Williyan, Aldha; Dewi, Ema Wilianti; 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.
DESIGNING SEQUENTIAL SPEAKING SYLLABI FOR HIGHER EDUCATION THROUGH AI-ENHANCED PBL Ikawati, Listiana; Nashruddin, Wakhid
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.v10i2.22465

Abstract

Indonesia's persistently low English Proficiency Index (EPI) is caused by limited literacy and traditional pedagogies, resulting in weak speaking competency. This study aimed to create sequential speaking course syllabi incorporating Artificial Intelligence (AI) into Project-Based Learning (PBL) to enable enhanced speaking skills in higher education. Employing a Research and Development (R&D) design streamlined from Borg and Gall into three phases consisting of preliminary study, development, and validation. The study collected data through focus group discussions, interview, document analysis, and expert verification. Three syllabi were constructed on Speaking for Daily Purposes, Speaking at Workplace, and Speaking for Academic Purposes that were aligned with CEFR levels B1, B2, and C1. Validation employed two experts: an AI expert and a PBL-speaking expert. Scores indicate high feasibility, 90, 91, and 89 in AI expert scores, and 79.7 in PBL-speaking expert scores across syllabi, which are in the "Very Good" category. Revisions were done to order material, incorporate projects, and coordinate assignments to sufficiently address speaking skills. The originality lies in incorporating CEFR-based progression and AI tools in PBL to create oral competence as well as digital literacy and autonomous learning. These syllabi present a model for incorporating technology-supported, student-centered approaches into language teaching. Future research should examine effectiveness through classroom trials and broader implementation to gauge learning impacts and scalability.
FROM REDUNDANCY TO CLARITY: ADDRESSING CIRCUMLOCUTION IN STUDENTS’ ENGLISH TRANSLATIONS Karini, Zulia
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.v10i2.22405

Abstract

This study examines the phenomenon of circumlocution in Indonesian–English student translations. Circumlocution, defined as the unnecessary use of repetitive or wordy expressions, often appears when learners translate directly from Indonesian into English, producing texts that are redundant and less communicative. Using a descriptive qualitative approach, 20 translation samples from senior high school students were analyzed to identify types of circumlocution, propose revisions through sentence-combining strategies, and explain possible causes. Four major patterns were found: repetition of words, repetition of phrases, repetition of clauses, and verbose sentences. The analysis shows that circumlocution is influenced by limited vocabulary, transfer from Indonesian discourse norms, restricted syntactic repertoire, and the pressure of timed translation tasks. By reconstructing circumlocution into concise alternatives, this study provides insights into both translation pedagogy and EFL writing instruction. The findings emphasize the importance of training students in economy of expression to produce clearer and more natural English translations.
A COMPARATIVE STUDY OF SPEAKING SKILLS BETWEEN STUDENTS’ WITH HIGH AND LOW LEVELS OF NEUROTICISM Maharani, Deswita Aulia; Dewi, Desi Surlitasari; Adam, Adam
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.v10i2.22210

Abstract

This study investigated the differences in speaking skills between students with high and low levels of neuroticism using a sequential explanatory mixed methods design with comparative approach. The research involved 41 senior high school students from SMA Muhammadiyah Batam who completed neuroticism assessments using adapted NEO-FFI questionnaire and speaking performance tests. Quantitative analysis through Independent Sample T-Test revealed statistically significant differences (p < 0.001) in speaking scores between high and low neuroticism groups, with low neuroticism students achieving higher performance. Qualitative interviews with selected participants were analyzed using thematic analysis, revealing three main themes: speaking anxiety, coping strategies, and motivation and learning attitudes. While low neuroticism students employed a variety of informal methods of learning and reacted positively to feedback, high neuroticism students showed more speaking anxiety, employed less efficient methods of preparation, and had more self-doubt. These results have practical implications for EFL teacher and advance our understanding of the links between personality and language learning within the Big Five framework. The findings highlight how crucial it is to take individual personality characteristics into consideration when creating speaking curriculum and putting classroom strategies into practice in order to maximize learning outcomes for each individuals.
Exploring the Impact of Merdeka Curriculum with Deep Learning Approach on English Language Teaching Practices in Indonesian Secondary Schools Syakira, Salvia Neysa; Wijaya, Ismah Fitri; Rahmadani, Bhaswara; Eviyuliwati, Ismalianing
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.v10i2.23130

Abstract

This study explains the impact of the Merdeka Curriculum combined with a deep learning approach on English teaching methods at the Indonesian secondary school level. The data in this study were collected using qualitative methods, by collecting responses from 11 teachers using a Likert scale questionnaire and conducting semi-structured interviews with three teachers. The results of the study show that teachers consider the Merdeka Curriculum to be a more organized curriculum, particularly because of its simpler lesson planning framework and focus on conscious, enjoyable, and meaningful learning processes. Teachers also reported positive improvements in student participation and learning attitudes. However, there are still several major challenges related to the use of technology, self-learning, and self-discipline. In general, the shift from the Merdeka Curriculum to the Merdeka Curriculum with a Deep Learning Approach shows positive progress in teaching English.
AI-DRIVEN FEEDBACK IN ENGLISH WRITING ASSESSMENT: IS IT MORE EFFECTIVE THAN CONVENTIONAL FEEDBACK? KAYYIS, RAHMATIKA
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.v10i2.23414

Abstract

This study compares the efficacy of artificial intelligence (AI)-generated feedback against traditional teacher-written feedback in improving the English as a Foreign Language (EFL) writing of university students. A quasi-experimental design was employed, involving two groups of learners (n=64) who completed pre-test and post-test writing assignments. The control group received conventional feedback from professors, while the experimental group received iterative, automated feedback from an AI tool during revision. The assignments were graded using an analytical rubric. Results indicated that both groups showed significant improvement; however, the AI-feedback group demonstrated substantially greater gains in overall writing quality, particularly in vocabulary, grammar, and textual organization. These outcomes suggest that AI-driven feedback facilitates more frequent and focused revisions, promoting greater student engagement with the writing process. The conclusion underscores the potential of AI tools to complement lecturer guidance, enhancing formative assessment practices. This integration presents significant implications for feedback design and writing pedagogy in EFL contexts.
ENGLISH IN THE EFL CLASSROOM: VOICES FROM INDONESIA’S PRE-SERVICE TEACHERS Oktavia, Rani; Baehaqi, Luqman; Qamariah, Zaitun; Irawati, Dini; Sarehmasor, Tawfiq
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.v10i2.22231

Abstract

This study examines the views of pre-service English teachers regarding the use of English as the primary language of instruction in Indonesian EFL settings. The research is based on Krashen’s Input Hypothesis and theories related to teacher cognition, focusing on the difficulties of maintaining a balance between comprehensible input and the use of the first language as a support. Using a phenomenological approach as outlined by Moustakas (1994), the study gathered data through semi-structured interviews and classroom microteaching observations with six pre-service teachers at UIN Palangka Raya. The results identify three primary approaches: (1) full immersion in English, (2) clarification through code-switching, and (3) reliance on Indonesian for understanding. These perspectives are influenced by the participants’ previous experiences, confidence in teaching, and the practical conditions of the classroom. The research indicates that while immersion is seen as beneficial for developing language habits, the strategic use of Indonesian is still important for ensuring understanding and managing the classroom. The findings offer insights for teacher education programs in helping future teachers make appropriate and context-appropriate language choices in their instruction.

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