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[CONTINUING PROFESSIONAL DEVELOPMENT ACTIVITIES FOR ENGLISH TEACHERS ]]>
<![CDATA[Nana Priajana]]>
<![CDATA[ ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 2, No 1 (2017): JUNE 2017 ]]>
Publisher : <![CDATA[IAIN Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/eltecho.v2i1.1592
<![CDATA[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]]>
<![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[GRAPHIC ORGANIZER VERSUS SENTENCE COMBINING: DETERMINING A STRATEGY FOR TEXT WRITING ]]>
<![CDATA[Hendi Hidayat]]>
<![CDATA[ ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 2, No 1 (2017): JUNE 2017 ]]>
Publisher : <![CDATA[IAIN Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/eltecho.v2i1.1593
<![CDATA[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.]]>
<![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[SYNCHRONIZATION OF ENGLISH STUDENTS’ WORKSHEET (LKS) TO THE CURRICULUM ]]>
<![CDATA[Neneng Heni Nurhidayah]]>;
<![CDATA[Farouk Imam Arrasyid]]>
<![CDATA[ ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 2, No 1 (2017): JUNE 2017 ]]>
Publisher : <![CDATA[IAIN Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/eltecho.v2i1.1589
<![CDATA[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.]]>
<![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.]]>
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<![CDATA[ ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 2, No 1 (2017) ]]>
Publisher : <![CDATA[IAIN Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/eltecho.v2i1.1595
<![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[AN ANALYSIS OF SUBJECT-VERB AGREEMENT ERRORS ON STUDENTS’ WRITING ]]>
<![CDATA[Siti Nurjanah]]>
<![CDATA[ ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 2, No 1 (2017): JUNE 2017 ]]>
Publisher : <![CDATA[IAIN Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/eltecho.v2i1.1590
<![CDATA[ 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]]>
