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[WILLINGNESS TO COMMUNICATE (WTC) AMONG TERTIARY ENGLISH EDUCATION STUDENTS: A SURVEY STUDY ]]>
<![CDATA[Risma Dwi Mulyaningsih]]>;
<![CDATA[Banatul Murtafi'ah]]>
<![CDATA[ ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 7, No 2 (2022): DECEMBER ]]>
Publisher : <![CDATA[IAIN Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/eltecho.v7i2.11703
<![CDATA[Most of the research under the topic of Willingness to Communicate (WTC) was mostly found in the context of speaking outside the classroom and in everyday communication. Therefore, the researchers conducted a study on WTC among English Education students which focused on the classroom context. This is a survey study which is quantitative in nature. This study used the instrument from Khatib and Nourzadeh (2014). To obtain the data, questionnaires were distributed to students majoring in the English Education department. 169 students were involved in this study. The data then were analyzed by using descriptive statistics from SPSS. The results revealed that overall, the biggest reason for students' willingness to communicate is learning responsibility (M=4.06) while the lowest reason is the context of using English (M=3.77). Specifically, students are willing to communicate in several circumstances, such as: 1) students are more likely to want to talk when in group work; 2) students were more willing to speak when they discussed English and Indonesian culture as a group; 3) students will be willing to speak when it involves personal experience; 4) students prefer to talk about films and series rather than talking about sports; 5) students were more willing to ask their classmates about the correct pronunciation of a word than to raise their hands to ask the teacher; and 6) students are more willing to talk to students sitting next to them before the lecturer enters class than to talk to foreign students from other classes.]]>
<![CDATA[Fostering Autonomous Learning Through Peer Feedback ]]>
<![CDATA[Dewi, Ema Wilianti]]>;
<![CDATA[Roki'ah, Siti]]>
<![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.v8i1.13612
<![CDATA[Peer assessment appeared in social constructionism theory since peer assessment activity involves the joint construction of knowledge through discourse. This study focuses on one product that arises from peer-assessment activity: feedback from peers. Besides, this study linked peer feedback from the peer-assessment activity and learners' autonomy in language learning. Autonomous learning is regarded as a desirable goal in an educational context. In exploring this issue, the study used the case study method. The first-semester students in an academic writing class in the English language teaching department at a university in Indonesia are the participants in this study. The researchers qualitatively analyze students' feedback from the peer-assessment process and conduct follow-up interviews to answer how peer feedback from peer-assessment activity fosters students' autonomous learning. The results show that peer assessment could engage the students with their peers in giving and receiving feedback. Furthermore, giving feedback to peers requires students to have prior and new knowledge that must be studied independently. In responding to peer feedback, the students believe that peer feedback is essential in fostering their autonomy. Educational practitioners may use this assessment for junior to higher education students to activate their autonomous learning.]]>
<![CDATA[Researching EFL Students' Disengagement in an Online Content-Teaching Classroom ]]>
<![CDATA[Wardani, Candra Dewi Dwika]]>;
<![CDATA[Mali, Yustinus Calvin Gai]]>
<![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.v8i1.11830
<![CDATA[Research proves that students’ engagement becomes an important role in the teaching and learning process in English as a Foreign Language (EFL) classroom. However, due to the COVID-19 pandemic, the teaching and learning process had to be conducted online with its restrictions such as the limitation of doing face-to-face communication and the technological issue. Referring to those limitations, students’ disengagement is more likely to increase in online classroom setting. As based on Egbert’s (2021) task-engagement principles, this study explores factors that cause students’ learning disengagement in a Teaching English for Adult Learners (TEAL) class, especially during lecturers’ presentation sessions that were conducted through the Zoom application. To achieve the research goal, a total of seven (7) TEAL students in an English Language Education Program (ELEP) at a private university in Central Java, Indonesia were involved in this study. To collect the data, a semi-structured interview was used as the research instrument. Through a thematic analysis on the interview transcripts, the researcher revealed three main factors that caused students’ disengagement: social interaction, learning support, and task difficulty. Each of these factors were discussed and placed in the discourse of the engagement-related literature. At the end of the paper, the researcher presented practical recommendations for language teachers teaching in a similar context to improve their EFL student’s learning engagement and ideas for future research.]]>
<![CDATA[Academic Writing in the 21st Century: Voices from English and Indonesian Lecturers ]]>
<![CDATA[Wastam, Saepa]]>;
<![CDATA[Bumela, Lala]]>;
<![CDATA[Gumiandari, Septi]]>
<![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.v8i1.13626
<![CDATA[Academic writing is a general skill that must be mastered by every college graduate, especially those majoring in English Language Education. However, according to the latest research, academic writing is the most neglected language skill in education in Indonesia. It is believed that poor and outdated pedagogy as well as the low quality of teachers are the main factors that makes academic writing more challenging to learn. Furthermore, in the context of 21st century, each learner should be equipped with bi/multilingual proficiency as a key instrument for global communication, and, therefore, a sound language pedagogy is the one that helps learners to develop their bilingual academic proficiency. This current study critically gathered insights from six respondents on the nature of academic writing both in English and in Bahasa Indonesia and the role it plays in the acceleration of knowledge building in their own fields. Qualitative research was employed. The collected voices were transcribed and analyzed in the forms of thematic analysis and word clouds. The results of the study show that the respondents (especially the lecturers) have not provided key arguments on how bilingual academic literacy should be approached. However, other respondents believed that academic writing (pedagogy and assessment) should be approached differently. In other words. Innovation in academic literacy pedagogy in Indonesia should be addressed soon. This study concludes that it takes more time and effort to conceptualise the notion of bilingual academic literacy in Indonesian higher education context. This study is expected to provide key insights on how innovation on academic literacy innovation should be addressed.]]>
<![CDATA[EFL Learners’ Interests and Attitudes toward Flipped Classroom Method in Speaking Classes ]]>
<![CDATA[Rahman, Abd.]]>;
<![CDATA[Nur, Sahril]]>;
<![CDATA[Akib, Muhaiminah]]>
<![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.v8i1.12075
<![CDATA[EFL learners’ interests and attitudes now are the primary concern of the flipped-classroom method in English language teaching in tertiary education. This research aims to identify the students' level of interest and attitudes toward flipped classrooms in speaking. The mix-method called QUAN-Qual explanatory sequential design used to understand and answer research questions simultaneously. The participants took from all third-semester students who have experienced the flipped-classroom method during six months of study to improve their speaking skills. The interests and attitudes questionnaires were used and scoring based on the Likert Scale. The quantitative data analyzed through descriptive statistics to determine the frequency, percentage, means, and standard deviation using the SPSS version 26, and the qualitative data transcribed and categorized based on the students' interests and attitudes towards the flipped-classroom method. Both quantitative and qualitative analysis strongly demonstrated that most participants have a high interest and positive attitude. Furthermore, self-confidence, a challenging learning atmosphere, and an efficient learning method were three main factors that triggered EFL learners' interest and attitude.]]>
<![CDATA[Flipped Classroom for Teaching English at Senior High Schools in Banjarmasin ]]>
<![CDATA[Arapah, Elvina Arapah]]>
<![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.v8i1.13257
<![CDATA[In an online or a hybrid English flipped classroom, the traditional teaching and learning processes instruction is changed. The English lesson does not start with the face-to-face meeting in which the teacher will explain the materials, but the students are supposed to start by themselves studying the learning materials, which are shared by the teachers virtually before the classroom start. The materials can be utilized from many different digital learning platforms such as websites, YouTube channels, and presentation, pdf files and so forth. This research is aimed to investigate: 1) what flipped materials are utilized by the Senior High School English teachers for English reading assessment during the Covid-19 Pandemics; and 2) how the Senior High School English teachers in Banjarmasin utilize the flipped materials for the English reading assessment during the Covid-19 Pandemics. This qualitative study involves Senior High School English teachers, who teach at either state or private schools in Banjarmasin, as the subjects. The selection of those teachers depends on their willingness to participate in the interview. In short, the teachers are familiar enough with some Learning Management Systems (LMS) as the software application or web-based technology used to upload the materials. Teachers also provided some materials before attending class, and the students are required to do a preparatory study prior to face-to-face meeting. For the in-classroom session, the teachers review the materials and later use them for the assessment of reading.]]>
<![CDATA[Successful English Learners’ Autonomy: A Look into The Perspective of Ecology ]]>
<![CDATA[Nugrahaeni, Dwitiya Ari]]>;
<![CDATA[Normawati, Afi]]>;
<![CDATA[Manggolo, Noor Sahid Kusuma Hadi]]>
<![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.v8i1.13743
<![CDATA[Despite the significant allocation of time and resources to formal classroom English teaching in Indonesia, the outcomes have not been found to be commensurate or equivalent. Despite all the constraints, a minority of EFL learners in Indonesia have have demonstrated exceptional achievements in their learning journey, earning them the recognition of successful learners. This narrative research aims to study the participants’ out-of-class learning experience viewed from the perspective of ecology. To gain extensive exploration of the experience, this study incorporated the participants’ language learning careers (LLC). In order to complement the data and to gain deeper insights into the participants’ experiences, follow-up interviews were also conducted. The result demonstrated that the participants exercised their autonomous learning strategies in three dimensions of learning, namely the emergence of interest, the creation of learning opportunities, and the boundaries crossing. Through these dimensions, the participants navigate and manage the resources, opportunities, and constraint in their learning journey. This study provides insights into the management of learning beyond the classroom through the awareness of the environment.]]>
<![CDATA[EFL Teachers’ TPACK and Their Espoused Use of ICT Based on SAMR Models ]]>
<![CDATA[Mualim, Maulana]]>;
<![CDATA[Maulana, Fakhrezy Rizal]]>
<![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.v8i1.13579
<![CDATA[Information and Communication Technology (ICT) has been an inseparable part of human life. Its integration into education is very important. This study aims to describe the Technological Pedagogical Content Knowledge (TPACK) of English teachers in Banyumas Regency, their competence in using ICT based on the Substitution, Augmentation, Modification, and Redefinition (SAMR) model; and the influence of their TPACK to their ICT integration capabilities. This research applied a Mixed Method Research with explanatory sequential design. The respondents of the quantitative phase were 31 teachers while the informants of the qualitative phase were 4 teachers taken randomly. Quantitative data were collected through two questionnaires. Meanwhile, Qualitative data were collected through observations, interviews, and documentation. The quantitative data were analyzed using SPSS while the qualitative data were analyzed using the Miles & Huberman model including data reduction, data presentation, and conclusions. The results showed that the teachers’ TPACK was in "good" category with an average score of 2.89 (in the range of 2,5≤x]]>
<![CDATA[Using Quizizz in Improving Students’ English Learning Outcomes of Narrative Text ]]>
<![CDATA[Nurmantara, Loga]]>;
<![CDATA[Susanti, Sri]]>;
<![CDATA[Eryansyah, Eryansyah]]>
<![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.v8i1.14055
<![CDATA[This research is a Classroom Action Research aims to improve English learning outcomes on Narrative Text material for students in class X.6 which amounted to 32 people at SMAN 11 Palembang. This research activity aims to help improve knowledge and develop skills in the selection of learning media so as to improve student learning outcomes, in order to support the improvement of the quality of education and the quality of graduates at SMA Negeri 11 Palembang. This research was conducted in two cycles and used data such as observation and Pre-Test and Post-Test. The average score obtained by students in the first cycle was 50 with a percentage of Learning Objective Completeness Criteria of 28.12% which was still below the desired percentage of 80%. While the average value of cycle 2 was obtained 81 with a percentage of 81.25% which was categorized as "very good" because it experienced a very significant increase of 53.13% compared to the previous cycle.]]>
<![CDATA[University Students’ Critical Literacy in Their Speaking Skill ]]>
<![CDATA[arjulayana, Arjulayana]]>
<![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.v8i1.11855
<![CDATA[Speaking is the way to communicate, to say something, to express ideas, and to make speech orally. Speakers say something based on the content they have, and the content is produced when speakers have critical literacy. The purpose of this research is to find out and to investigate critical literacy demonstrated by students in their speaking performance. This research used qualitative approach with descriptive analysis method. The samples of this research were 5th semester of 25 students from University of Muhammadiyah Tangerang. In collecting the data, the researcher used speaking test and interview with purposive sampling technique. The researcher found out that all critical literacy aspects occurred in the students’ content through their speech. High students presented more critical literacy’s indicator than medium and low students. High students had good preparation and achieved all critical literacy indicators, middle students had a little preparation and achieved half of critical literacy indicators, low students were lack of preparation and did not achieve critical literacy indicators. This study suggested that all stages of speaking process, especially pre-speaking stage, can help students to speak and stimulate their critical literacy better.]]>
