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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 149 Documents
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Investigating English Education Master Students' Perceptions on Critical Thinking Skills Wijaya, Kristian Florensio
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 8, No 1 (2023): JUNE
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v8i1.8879

Abstract

Abstract: One of the prominent and indispensable higher-order thinking skills that need to be fully mastered by EFL learners in this modern age is critical thinking. In the light of critical thinking skills, EFL learners are believed to be succeeded in both academic and real-life situations since they have become more strategic thinkers capable of managing their language learning enterprises. This small-scale qualitative study employed qualitative content analysis to fully obtain more renewable research findings influential for the betterment of ELT enterprises. Two research instruments were also harnessed to fulfill this major research objectivity namely the Likert-scale questionnaire and open-ended written narrative inquiry questions. The participants taking part voluntarily in this study were 15 English Education Master Students of Sanata Dharma University, Yogyakarta. Based on the obtained findings, two specific themes could be attained namely (1) Critical thinking skills enabled EFL learners to attain more fruitful target language learning outcomes, and (2) Critical thinking skills allowed EFL learners to be more life-long knowledge seekers. To holistically promote a higher degree of critical thinking skills for diverse EFL learners, language educators in this archipelago are strongly advocated to sustainably instill more engaging, meaningful, and contextual learning dynamics.  Keywords: critical thinking skills, English Education Master Students, qualitative   content analysis
The Effect of Collaborative Strategic Reading (CSR) on Students' Reading Skills Safitri, Amalisa Ayu; Sujannah, Wahyu Diny
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 8, No 2 (2023): DECEMBER
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v8i2.15438

Abstract

Many studies have been conducted to show the effect of using Collaborative Strategic Reading (CSR) on students’ reading skills. However, CSR is rarely conducted in vocational high schools by using procedure text as the material. Therefore, this study aimed to determine the effect of CSR on students’ reading skills. This pre-experimental research involved 29 tenth-grade Hospitality students in the academic year 2023/2024 in one of the state vocational high schools in Malang. The pretest and posttest in the form of multiple-choice reading questions were administered to the students before and after the implementation of CSR. The findings revealed that the use of CSR was effective in improving students’ reading skills. Thus, it is recommended that English teachers apply CSR in teaching reading and give clear instructions on how to do it to the students. For future researchers, it is suggested that they conduct survey and interview to find out the students’ perspectives regarding the implementation of CSR to improve their reading skills.
Higher Education EFL Teachers’ Code-switching Practices: Patterns and Functions in Focus Gerezgiher, Gebrewahid Tsige; Amaha, Hailom Banteyerga
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 9, No 1 (2024): JUNE 2024
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v9i1.15632

Abstract

This study was conducted to investigate higher education EFL teachers’ code-switching patterns and functions. To achieve this objective, data was gathered through classroom observation audio record and semi-structured interview. A total of 24 lessons of 2400 minutes were recorded, and six teachers participated in the interview. The results obtained show that the teachers’ CS frequency increased as the students’ grade level that they were teaching increased. Besides, it was found that teachers of all grade levels employed inter-sentential CS more dominantly. Finally, the results obtained indicate that teachers of all class years were CS for curriculum access purposes more dominantly. Based on the findings, it is concluded that the different patterns of CS that the teachers were employing at the different grade levels have many functions in the EFL classes, and it helps the teaching and learning of English if it is handled properly. However, the teachers use of CS has to decrease as the students’ grade level goes up and the students’ EFL performance is improved. Teachers’ overuse of CS diminishes students’ exposure to the target language and their practice to English language in classes where English is a foreign language. Therefore, teachers’ CS patterns and functions should vary depending on their students’ grade level. In short, teachers should re-evaluate their CS practices and employ it depending up on their students’ CS desire and grade level.
LEXICAL OPPORTUNITIES IN ENGLISH THROUGH THE LENS OF ETYMOLOGY Topal, Ibrahim Halil
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 8, No 2 (2023): DECEMBER
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v8i2.15087

Abstract

A substantial linguistic base requires a good command of grammar and vocabulary. As Nation (2001) narrates, the knowledge of vocabulary encompasses form, meaning, and use. Aside from pronunciation and grammatical functions, etymology might also be associated with vocabulary knowledge (i.e., form and meaning) in that the spelling and pronunciation and, accordingly, meaning of words have evolved in time. In this regard, studying etymology might offer educational advantages for language learners and teachers. To this end, this study dealt with the utilization of etymology in vocabulary instruction. The background information and the conceptual framework of etymology were initially presented. The relationship of etymology with vocabulary and its significance were established next. Previous studies on the relevant topic were cited afterward. The potential benefits of etymology in language education, particularly vocabulary instruction, and their implications were discussed. The study concluded by verbalizing the limitations and offering recommendations for future research.
FROM RUNNERS TO READERS: HOW STUDENTS PERCIEVE THE USE OF RUNNING DICTATION IN READING COMPREHENSION Triana, Mega; Suwarso, Pratnyawati Nuridi; Dewi, Dian Novita
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 9, No 1 (2024): JUNE 2024
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v9i1.16947

Abstract

Most students struggle with reading comprehension, often not meeting the curriculum standards. For this reason, a strategic approach is needed to enhance students' comprehension in reading, which makes them more interested in continuing to learn, one of which is the application of running dictation techniques. Therefore, this research aims to determine students' perceptions of the running dictation technique implemented in the reading comprehension classroom. This research used a quantitative method with a survey approach. A purposive sampling technique was used to select 36 students of tenth graders from one public school in Malang Regency. The questionnaire covers five dimensions Students' motivation, student perception of reading comprehension, students' attitude toward the implementation of the running dictation technique, students' subjective Norms toward implementation of the running Dictation technique, and students' perceived behavioral control towards the implementation of running dictation. The result revealed that the mean scores ranged from 2.95 to 3.07, indicating a generally positive perception in all dimensions. The highest average score of 3.07 was for students’ attitude toward the technique, indicating they find the technique effective and beneficial. The lowest average score of 2.95 was for students’ perception of their reading comprehension. This lower perception suggests that students still struggle with understanding English texts. This should be a concern for teachers to further train students in comprehensive reading with critical thinking so that students can find the implied meaning in each reading.
Undergraduate Students’ Perception of Lecturers Written Corrective Feedback in the Process of Writing Undergraduate Thesis Rahmadhani, Zulva; Hapsari, Astri
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 8, No 2 (2023): DECEMBER
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v8i2.13399

Abstract

This survey study aims to identify EFL undergraduate students' perception of the practice of written corrective feedback (WCF) for their undergraduate thesis drafts. 60 students enrolling in Thesis Proposal Defense coursework agreed to participate in this study. This study used a 31-item questionnaire adopted from Marrs' (2016) Perceptions of Writing Feedback Scale (PoWF) questionnaire which describes four aspects: views/expectations of feedback, experiences with feedback, usefulness/value of feedback, and affect/emotions associated with feedback. The result of the mean score of the items indicates that students' perception is generally positive. The participants perceived written feedback as important in their writing. They also perceived that even though they have a good score, feedback is still meaningful. They value writing feedback and perceive it useful to help them to be better with their writing. Finally, in terms of affect and emotions associated with writing feedback, the findings revealed that the participants felt happy and confident when they were given writing feedback in their undergraduate thesis proposal draft. For further research, the researchers recommend further investigation into the relationship between students' self-efficacy in writing and their perception of writing feedback.
“I BELIEVE RELATIONSHIPS MATTER EVERYWHERE” THE IMPACT OF RELATIONSHIPS WELL-BEING IN INTERCULTURAL THEMATIC-TELECOLLABORATION Nisa, Almas Khoirun; Drajati, Nur Arifah
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 9, No 1 (2024): JUNE 2024
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v9i1.16831

Abstract

Relationships among students and teachers are important in a learning environment since teachers and students are the main components of learning activities. Telecollaboration attempts to connect language learners to native speakers in the online environment to facilitate their intercultural learning. As online learning activities need to pay attention to the relationship between the teacher and learner, this study investigates the impact of the relationship well-being that occurs in the telecollaboration program on the pre-service teacher’s future career. An autobiographical narrative inquiry was used in this study for an in-depth discussion of the critical incidents that happened in this program aimed to give the pre-service teachers insight for developing their professional identity in their future careers for the betterment of EFL education. Data were collected through the pre-service teacher’s diaries and artifacts in the form of photos during the telecollaboration program. Various issues of critical incidents are discussed including positive relationships and negative relationships reflected in the pre-service teacher’s future career that turn into adaptive reflection. This study has future implications for pre or in-service EFL teachers and directions for future research to pay more attention to the well-being of all aspects of education.
RURAL COLLEGE EFL LEARNERS’ BARRIERS IN WRITING A RESEARCH PAPER: A PHOTOVOICE PHENOMENOLOGICAL APPROACH Mudra, Heri
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 8, No 2 (2023): DECEMBER
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v8i2.15121

Abstract

This current study aimed to investigate rural college EFL students’ experiences in dealing with English research paper writing and publication barriers. Five senior EFL students voluntarily participated in a photovoice phenomenological study. The data were collected through two methods, including semi-structured interviews and a photovoice. The students took some emotional photos to express their feeling on paper writing and publication barriers visually. The interviews encouraged them to describe their experiences and feelings through the photos. The data were analyzed by synchronizing each photo with its qualitative description. As for the results, it is noted that there were three main paper writing and publication barriers, including a lack of linguistic competence, being trapped with a journal template, and anxiety towards written corrective feedback. Each interview result was accomplished with emotional photos in several themes such as untidy pieces of paper, scenery, internet search, children’s toys, colourful pens, and empty box. The photos were also supported by qualitative remarks of each EFL student. In short, the photovoice helps to represent deep feelings on the research paper writing and publication barriers experienced by the EFL students.
EXPLORING INDONESIAN EFL WRITING ERRORS: INSIGHTS FROM THE STIFIN PERSPECTIVE Hz, Benni Ichsanda Rahman; Dinamika, Soraya Grabiella
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 9, No 1 (2024): JUNE 2024
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v9i1.15396

Abstract

This study aims to investigate the writing errors made by EFL students based on their brain dominance machine: Sensing, Thinking, Intuiting, Feeling, and Instinct (STIFIn). A qualitative case study was adopted in finishing this study. The data collected in this study were processed by using two methods: statistical calculations for quantitative data about the errors the participants made in their text writing by using Gass & Selinker’s (2008) writing errors approach which was then categorized based on the respondents’ STIFIn brain dominance, and constructive analysis for qualitative data related to the results of comparing the errors. This study enrolled 41 students from a college of management studies, located in the city of Medan, Indonesia. The individuals with Sensing Extrovert made the most errors, with a ratio of 1:15 errors recorded in their texts, followed by Intuiting Introvert with 1:14,5 errors, Thinking Extrovert with 1:13,3 errors, and Thinking Introvert with 1:13 errors. Sensing Introvert made 1:12,5 errors, Instring 1:9,4, Intuiting Extrovert 1:9, Feeling Introvert 1:7,6, and Feeling Extrovert 1:7,5. Sensing Extrovert students committed the most errors, whereas Feelings (extrovert and introvert) produced the fewest. Numerous of the causes behind these results are discussed in detailed explanation within the STIFIn theory.
Exploring the Dimensions of Intercultural Communicative Competence (ICC) in English Learning: Insights from EFL Students Saini, Fadhlan; Ardhy, Andi Anugrah Surya
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 8, No 2 (2023): DECEMBER
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v8i2.15111

Abstract

Intercultural communication competence is now required in such higher education institutions. The issue can be seen by having misconceptions, misunderstandings, and a need for knowledge to understand other cultural exchanges like English and Indonesia. It happened in IAIN Manado, where the researcher takes place as the case of the study and as the research location. Respondents in this study were 28 students of the Manado IAIN English Education Study Program. The data collection technique used in this study was purposive sampling and analyzed through descriptive qualitative analysis. It is analyzed by reducing data, selecting relevant data, organizing data into regular patterns, and drawing conclusions. The study results show that learning English that integrates intercultural communicative competence positively benefits students, with an average percentage of 73.95. An effective strategy for combining intercultural communication competencies is openness to experience and knowledge of other cultures. However, in combining intercultural communication competencies, students also face challenges. These challenges include adapting to foreign cultural communication styles, expressing opinions in the context of intercultural communication in English, understanding conversational etiquette in foreign cultures, and socializing with new cultural environments while learning English. Then, with the right approach and sufficient hands-on experience, students can overcome these challenges and develop solid intercultural communication skills.

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