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).
Articles
149 Documents
<![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[BEYOND TIKTOK: OPTIMIZING SOCIAL MEDIA PLATFORM FOR ENGLISH LEARNING PURPOSE ]]>
<![CDATA[Ferdi Arifin]]>
<![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.v7i1.9579
<![CDATA[All of Indonesian students take an English subject since elementary school to high school, but less then 50% of the students are not fluent in English. There must be a new way to deliver English materials for students, and one of them is optimizing Tiktok that is a popular social media among them. Tiktok provides many features in its platform for socializing, communicating, and learning. The research aims to elaborate Tiktok as an effective social media for English learning purpose. It is a qualitative method that employs netnography approach. The results shows that many educators have already optimized Tiktok as a medium for English learning. There are several recommendations derived from Tiktok as good tools to catch up students to have feeling joy and find happiness during English learning.]]>
<![CDATA[FREEDOM TO CHOOSE READING MATERIAL AND ITS EFFECTIVENESS TO READING COMPREHENSION ]]>
<![CDATA[Mohamad Syafri]]>;
<![CDATA[Hamka Hamka]]>
<![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.v7i1.9940
<![CDATA[This research elaborates readers’ independency to choose the reading material and its effectiveness towards reading comprehension. It highlights the correlation of students’ independency in deciding the reading material they are going to read and how it correlates with the reading comprehension. Reading is considered as one of the language skills with easier access to be developed, both in numbers and quality of the sources. The research is quasi-experimental research with 21 participants from reading class students in English Education Program of State Islamic University Datokarama Palu. During the six weeks meeting the students are divided into two groups: experimental group and control group. Treatment was given by giving students numbers of reading materials and let them choose and read freely. The data were then analysed quantitatively using independent sample t-test. The result of the test shows that the significant value is 0.309 or classified as no significance between the readers’ freedom to choose the reading material with their reading comprehension.]]>
<![CDATA[EXAMINING PHILOSOPHICAL VIEWS UNDERLYING THE DESIGN OF ENGLISH TEACHER’S LESSON PLAN AND THE TEACHING MATERIALS ]]>
<![CDATA[Ilmi Safrizal]]>
<![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.v7i1.9722
<![CDATA[This study is correlational research that attempts to examine philosophical views underlying the design of an English teacher’s lesson plan and the teaching materials. Inferential content analysis is employed in this study to find the correlations between the teacher’s documents and the philosophical views which influence the teacher during the process of development. A face-to-face interview with the teacher is also conducted in this study to explore why the teacher uses a certain approach for teaching English and how aware the teacher is of the philosophical views underlying the approach. This study found that there are six philosophical views, including essentialism, perennialism, progressivism, socio-reconstructionism, humanism, and idealism, which influence the design of the lesson plans and the teaching materials. However, although those six philosophical views are implied on the teacher’s documents, essentialism is the most influencing philosophy which has a big impact on the teacher in deciding what activities are suitable for the students. Drilling activities, such as vocabulary enhancement, pronunciation practices, are happened in almost every meeting.]]>
<![CDATA[ENGLISH LEARNING STRATEGIES IN ELEMENTARY SCHOOLS: CHALLENGES AND OPPORTUNITIES IN KAMPUS MENGAJAR PROGRAM ]]>
<![CDATA[Alzar Putra Prastha]]>;
<![CDATA[Larasati Larasati]]>;
<![CDATA[Rolisda Yosintha]]>
<![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.v7i1.10739
<![CDATA[Some research explores teachers' knowledge and views, proving that knowledge and beliefs play an important role in instructors' classroom decision-making. However, little study has been done to see how teachers' knowledge and opinions about how effective strategies affect implementation. Focus on the challenges and opportunities in Kampus Mengajar Program by implementing the English learning strategies in 16 Elementary School, this study aims to determine which technique is the most beneficial and what barriers participants face when implementing English learning in elementary schools as part of the Kampus Mengajar Program. The participants were English Department students' that participated in Kampus Mengajar Program at Tidar University consisting of 16 students. A questionnaire with open ended questions was used as the instrument in this survey. Playing games, using songs, using interactive media, and repetition were the four most commonly used strategies in teaching English language skills to young learners. These findings may be beneficial to those who teach English or work with young learners.]]>
<![CDATA[“I ENJOY WRITING IN ENGLISH”: EFFECT OF USING POLITENESS IN WRITTEN DIRECT FEEDBACK ]]>
<![CDATA[Ivo Dinasta Yanuar]]>
<![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.v7i1.10461
<![CDATA[Giving feedback is not only doing correcting but also motivating the students to improve their competence especially in writing. Writing is perceived as the most diffcult skill because it requires good written communication skill. Similar to the students, the teacher is forced to have good written communication skill in commenting L2 learners’ writing. In commenting the error, politeness strategies are perceived as the best way to attract and motivate the students in giving written feedback. However, the study of giving feedback on students’ writing is still becoming hot issue. Therefore, this research studied about the effect of using politeness strategy in written direct feedback on students’ writing to fill the gap. There were experimental group (n = 5) and control group (n = 5) who must write their opinion in academic writing style. This study implemented quantitative and qualitative method with quasi-experimental study. Quantitative was used to find the effectiveness of the treatment by using ANOVA analysis while qualitative was applied to find the students’ opinion about the treatment. The result was satisfying because experimental group outperformed the control group.]]>
<![CDATA[RHIZOMATIC APPROACH TO THE 21ST CENTURY EFL LEARNING: A LITERATURE REVIEW ]]>
<![CDATA[Nizar Ibnus]]>
<![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.v7i1.10810
<![CDATA[21st-century education is focused on preparing students with certain learning and life skills. Rhizomatic learning is among learning approaches subject to 21st-century challenges. This study is aimed at exploring what rhizomatic learning has to offer and what the underpinning theories are. The study employed a literature review procedure including writing, summarizing, integrating, analyzing, and criticizing. Rhizomatic learning is identified with a more modifiable instructional design central to students' needs. By principle, rhizomatic learning corroborates with peer scaffolding to promote collaboration and is feasible to be carried out through flipped classrooms by incorporating higher-order thinking activities. To avoid being lost in the information search process as well as to make students focused on constructing new knowledge, a teacher's intervention is required through guided inquiry.]]>
<![CDATA[DIGITAL TEACHING AWARENESS AND PRACTICE: NARRATIVES FROM INDONESIAN ESP TEACHERS ]]>
<![CDATA[Arif Nugroho]]>;
<![CDATA[Yunika Triana]]>;
<![CDATA[Dewi Zulaiha]]>
<![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.v7i1.9905
<![CDATA[Research on the integration of digital technology in English language teaching has enormously been conducted. However, studies exploring digital teaching awareness and practice among English for specific purposes (ESP) teachers still remain a paucity of evidence. The present study aims to examine Indonesian ESP teachers’ digital teaching awareness and technology-based classroom activities. To reach the objective, qualitative approach under the procedure of narrative inquiry is applied. Semi-structured interview, observation, and document analysis are employed to obtain the required data from 14 Indonesian ESP teachers teaching at various fields of study. The results reveal that the Indonesian ESP teachers develop their digital teaching competence and awareness through professional training programs (e.g. joining workshop, seminar, and conference) and personal practice (e.g. learning from Youtube and other platforms). The results further depict that they utilize Social Networking Sites (e.g. Facebook, WhatsApp, and Instagram) and web-based materials (web-blog, Kahoot, Canva, and Edmodo) to assist their digital teaching practices. The results contribute to offering valuable insight and reference for English teachers to conduct interactive technology-based teaching and learning activities. In addition, the results can be used as a reference for school/college policymakers to ensure the efficacy of digital language learning practice.]]>
<![CDATA[USING CANVA AS MEDIA FOR ENGLISH LANGUAGE TEACHING (ELT) IN DEVELOPING CREATIVITY FOR INFORMATICS STUDENTS’ ]]>
<![CDATA[Tira Nur Fitria]]>
<![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.v7i1.10789
<![CDATA[This research simulates the use of Canva as a medium for English Language Teaching (ELT) in developing the creativity of Informatics Students in English for Working Course at ITB AAS Indonesia. This research is descriptive qualitative. The result analysis shows that educators (teachers or lecturers) can use the Canva application in English Language Teaching (ELT) such as creating materials for job vacancies, cover letter/job application letter, curriculum vitae (CV) or resume in English for Working subject to the students. In creating materials for “Job Vacancy”, we can use a template or layout of brochures, flyers, or announcements. Canva is very suitable to be used for learning basic competencies about functional texts, including functional texts to make brochures/flyer/announcement, letter, and curriculum vitae (CV) or resume by editing the existing text in the Canva application and then changing it with their words according to the situation requested by the teacher. Canva is hoped can develop and grow students' creativity in the field of technology by designing their designs, adding text, adding images, or adding photos. Canva application is very easy to practice and suitable for students majoring in Informatics students who want to learn to make simple graphic designs creatively and innovatively.]]>
<![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.]]>
