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ELT Echo

eltecho
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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

Search results for , issue "Vol 2, No 1 (2017): JUNE 2017" : 7 Documents clear

AUTHENTIC MATERIALS: TEACHERS’ PERCEPTIONS AND WHY THEY MATTER zakky yavani
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 2, No 1 (2017): JUNE 2017
Publisher : IAIN Syekh Nurjati Cirebon

Abstract: The goal of learning English language in a class is to demonstrate the use of the language in real life application. Hence, the teaching and learning process must reflect, in such away, fits the reality. This calls for the use of real materials or authentic materials (AM) in the teaching and learning process. Though the positive result has been yielded by many researchers, the implementation of AM in teaching and learning English is not implemented fully in EFL setting. This research is conducted to investigate how teachers’ perception toward the use of authentic material in teaching and learning process. In depth - interview toward eight EFL school teachers, observation and documentation toward 4 English teachers are done to get the necessary data. In addition, focused group discussion (FGD) is done to triangulate the data. The finding showed that teachers perceived the important use of AM. Yet, they mostly fail to define what is AM and how it is implemented in the classroom. Their perception and action somehow do not match revealing a conclusion that they don’t’ fully understand what is AM; moreover the misconception of why it should be implemented matter the most. Keywords: Authentic Materials (AM), EFL School teachers, teachers’ perception

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 : IAIN Syekh Nurjati Cirebon

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.

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 : IAIN Syekh Nurjati Cirebon

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 : IAIN Syekh Nurjati Cirebon

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.

SYNCHRONIZATION OF ENGLISH STUDENTS’ WORKSHEET (LKS) TO THE CURRICULUM Neneng Heni Nurhidayah; Farouk Imam Arrasyid
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 2, No 1 (2017): JUNE 2017
Publisher : IAIN Syekh Nurjati Cirebon

Abstract: This analysis is intended to uncover the synchronization between the students’ worksheet for vocational high school to the School Based Curriculum. This research explores the profile of the English students’ worksheet; evaluate the synchronization between the English students’ worksheet’s content and assessment to the learning objective in curriculum. This research utilizes qualitative research design, particularly in the form of a descriptive-evaluative content analysis. The data collection technique is in non-participant analysis study. The primary data is one printed students’ worksheet entitled “BAHASA INGGRIS Untuk SMK TEKNIK” published by MARGA MITRA and is used in SMK Al-Hidayah Cirebon. The data are analyzed by using textbook evaluation checklists which are represented into percentage and described into paragraph description as the result. The result of the research shows that the analyzed students’ worksheet obtains over a third of poor items, nearly two third of good items , and only a small portion of excellent. It means that this students’ worksheet is mostly categorized good in the term of general evaluation. However, fact found that some contents and assessments in this students’ worksheet are out of the guidance in the syllabus. It is clear that it contains roughly a quarter of not synchronous assessment in speaking, nearly a third in reading, and nearly two third in writing. It indicates that the references and the guidance of the students’ worksheet are questionable and untrustworthyKeywords: Students’ Worksheet, Synchronization, Curriculum, Syllabus, Learning Objective.

AN ANALYSIS OF SUBJECT-VERB AGREEMENT ERRORS ON STUDENTS’ WRITING Siti Nurjanah
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 2, No 1 (2017): JUNE 2017
Publisher : IAIN Syekh Nurjati Cirebon

Abstract: This study is aimed to examine the written subject and verb agreement errors made by the students of management department studying in Universitas Muhammadiyah Yogyakarta when they were writing their paragraphs in present tense. Error analysis technique was carried out in this research in order to find the errors faced by the students in terms of present tense, identify the types of errors as well as the sources of the errors. The research is a descriptive study with 11 students participating in the study. The data of the research were collected from 1) the students’ writings focusing on students’ sentences containing subject-verb agreement errors, and 2) interview to triangulate the data obtained from students’ writings. The findings of the research are as follow: 1) Students’ subject and verb agreements’ errors viewed surface taxonomy’s perspective are in the form of misformation, omission, and addition, while viewed from linguistic categorization’s perspective, the errors are in the form of improper use of singular/plural nouns placed as the subject, inappropriate use of verbs, and improper use of verbal and nominal sentences in making present tense. The analyzed data also show that students’ errors of subject-verb agreement are classified as local errors. 2) The sources of the errors are inter-lingual transfer, intra-lingual transfer, and misleading context of learning. The research reveals that the students are still having difficulties in using correct patterns of subject and verb agreement in their writing using present tense. Keywords: Subject and Verb agreement, error analysis, inter-lingual transfer intra-lingual transfer

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 : IAIN Syekh Nurjati Cirebon

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

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