ELT Echo
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).
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<![CDATA[IMPROVING STUDENTS’ MOTIVATION IN WRITING DESCRIPTIVE TEXTS BY USING MIND MAPPING ]]>
<![CDATA[Agus Rafii]]>
<![CDATA[ ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 2, No 2 (2017): DECEMBER 2017 ]]>
Publisher : <![CDATA[IAIN Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/eltecho.v2i2.2176
<![CDATA[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]]>
<![CDATA[INSIDE OUTSIDE CIRCLE: TEACHING STUDENTS’ SPEAKING SKILL ]]>
<![CDATA[Sayid Wijaya]]>;
<![CDATA[Melyta Sari]]>
<![CDATA[ ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 2, No 2 (2017): DECEMBER 2017 ]]>
Publisher : <![CDATA[IAIN Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/eltecho.v2i2.2171
<![CDATA[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]]>
<![CDATA[THE USE OF DIALOGUE JOURNALS ACTIVITY IN ESSAY WRITING COURSE (STUDENTS’ ACHIEVEMENT) ]]>
<![CDATA[Hidayah Nor]]>
<![CDATA[ ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 2, No 2 (2017): DECEMBER 2017 ]]>
Publisher : <![CDATA[IAIN Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/eltecho.v2i2.2179
<![CDATA[This research is aimed to describe the use of dialogue journals technique in improving students’ writing skill especially students’ achievement in short essay writing course. The researcher used descriptive qualitative research for conducting the research. The subjects of this research were the fifth semester students of English Education Department academic year 2016-2017 and there were two classes which involving 65 students. The instruments that were used to get the data are the writing test in form of essay. It is considered valid based on the view of test content and the representation of the materials tested since the test uses content validity. Then, all the data were analyzed descriptive qualitatively and concluded inductively. The result of this research was to provide English lecturers with interesting and effective teaching strategies in enhancing the students’ active participation in teaching and learning process and improving students’ writing ability. The students were expected to use dialogue journals activity to improve their ability in writing. This research also gave additional value to the effort of increasing the quality of teaching English particularly teaching writing in Indonesia.]]>
<![CDATA[DEVELOPING SCORING RUBRIC: DO THE STUDENTS NEED IT? ]]>
<![CDATA[Aninda nidhomil Hima]]>;
<![CDATA[Teguh Hadi Saputro]]>
<![CDATA[ ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 2, No 2 (2017): DECEMBER 2017 ]]>
Publisher : <![CDATA[IAIN Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/eltecho.v2i2.2170
<![CDATA[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]]>
<![CDATA[The Analysis of Teaching and Learning Reading Through Think-Aloud Method ]]>
<![CDATA[Satria Adi Pradana]]>
<![CDATA[ ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 2, No 2 (2017): DECEMBER 2017 ]]>
Publisher : <![CDATA[IAIN Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/eltecho.v2i2.2177
<![CDATA[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.]]>
<![CDATA[A BREAKTHROUGH SYLLABUS IN TEACHING LANGUAGE TESTING COURSE ]]>
<![CDATA[Tedi Rohadi]]>
<![CDATA[ ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 2, No 2 (2017): DECEMBER 2017 ]]>
Publisher : <![CDATA[IAIN Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/eltecho.v2i2.2173
<![CDATA[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]]>
<![CDATA[THE CONTRIBUTION OF LITERATURE TEACHING IN LEARNER’S ABILITY TO RESPOND TEXT ]]>
<![CDATA[Nur Antoni]]>
<![CDATA[ ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 2, No 2 (2017): DECEMBER 2017 ]]>
Publisher : <![CDATA[IAIN Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/eltecho.v2i2.2178
<![CDATA[Abtract : Many discussions about the benefit of literary work and literature teaching lead the presence of this research. It appears to reveal the process of literature teaching in responding literature. This research explores about EFL learner’s ability in responding literary text whether it is directly or indirectly. This research, therefore, reveals the involvement of emotion, experience, and interest while responding text. This research also reveals the engagement between EFL learners and text based on some criteria which have stated above. Another problem is the way EFL learner respond text appropriately especially literary text. This research used case study because this research attempts to describe engagement between reader and literary work which pointed out by reader response. This research also wants to describe the contribution of literature teaching behind learners’ process in responding it. The researcher found contribution of literature teaching from learners’ involvement as respondents in this research, that is, learners involved their personal experience in responding text as aesthetic demand. This is the learning objective of “Literary Work Analysis” course and it means that the expected achievement in this course is achieved. Keywords : EFL, lietrature work, literature teaching, students responds.]]>
<![CDATA[THE EFFICACY OF RECIPROCAL TEACHING METHOD IN TEACHING READING COMPREHENSION TO EFL STUDENTS ]]>
<![CDATA[Qurrotul Ayun]]>;
<![CDATA[Muhammad Yunus]]>
<![CDATA[ ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 2, No 2 (2017): DECEMBER 2017 ]]>
Publisher : <![CDATA[IAIN Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/eltecho.v2i2.2174
<![CDATA[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]]>
