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ELT Echo

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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).

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Articles 149 Documents

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THE CONTRIBUTION OF LITERATURE TEACHING IN LEARNER’S ABILITY TO RESPOND TEXT Nur Antoni
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 2, No 2 (2017): DECEMBER 2017
Publisher : IAIN Syekh Nurjati Cirebon

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.

THE IMPLEMENTATION OF MIND MAPPING TECHNIQUE IN TEACHING WRITING: A CASE STUDY AT MAN 13 JAKARTA Edy Waloyo
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 2, No 1 (2017): JUNE 2017
Publisher : IAIN Syekh Nurjati Cirebon

Abstract: The objective of this study is to investigate the implementation of mind mapping in teaching writing narrative text. This study is conducted at the eleventh grade students of social class of Madrasah Aliyah Negeri 13 Jakarta. This study uses qualitative research design to find the answer of the objectives of the research. The data is collected by classroom observation, the teacher’s and the students’ interview, and students’ works. All the data are collected, classified, and analyzed. The data which could represent to answer the objective of the research are taken as the example. The example data are used as proves of the research finding. The research finding of this study shows that mind mapping has good influences to the students writing skill. It equips the students with clear guideline to write because it allows students think freely and creatively. The students understand the text organization of narrative, the tense in writing narrative, and how to determine the sequence of the story based on the mapping and key words provided. Key words: mind mapping, teaching writing, narrative text, qualitative

THE EFFICACY OF RECIPROCAL TEACHING METHOD IN TEACHING READING COMPREHENSION TO EFL STUDENTS Qurrotul Ayun; Muhammad Yunus
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 2, No 2 (2017): DECEMBER 2017
Publisher : IAIN Syekh Nurjati Cirebon

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

WRITING STRATEGY and FACTORS CONTRIBUTING to EFL UNIVERSITY STUDENTS’ PREFERENCE atik umamah; Ika - hidayanti
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 3, No 1 (2018): JUNE 2018
Publisher : IAIN Syekh Nurjati Cirebon

This study was aimed to identify 1) the significant difference on the learning strategy attainment by male and female students, 2) the significant difference on the use of the strategies in learning writing based on the students’ attitude toward English writing “like or dislike”, and 3) the correlation between learning strategy use and three factors: gender, interest and writing achievement. To elicit research data, a-70 item questionnire was administered to101 English students of Universitas Islam Malang. Ex-post facto and correlation analysis were designs adopted to deal with the problems proposed in this research. The statistical analysis indicated that female students did not deploy the strategies significantly different from the male counterparts. The second finding revealed that the more interested the students in English writing, the more likely they employed the learning strategies. The last report showed that there was no correlation between writing strategy and two factors: gender and writing achievement. Meanwhile, negative-moderate correlation was found between the strategy choice and the students’ liking for English writing.

TRASH to TREASURE: UTILIZING WASTE MATERIALS AS A MEDIUM of ENGLISH INSTRUCTION Sondang Pondan Leoanak; Bonik Kurniati Amalo
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 3, No 1 (2018): JUNE 2018
Publisher : IAIN Syekh Nurjati Cirebon

Abstract: It is believed that teaching and learning experiences that involve the learner actively in practical examples are engaged longer than theoretical experiences. Instructional resources are teaching aids or media used to help teachers and students in classroom interaction. These aids help teachers to provide fun, interesting and enjoyable platform (effective presentation) to convey information of a given topic as a means of motivating students to achieve their learning objectives. In general, the present study aims to find out how the teachers in Rijalul Ghad Islamic school in Kera island, Kupang regency, East Nusa Tenggara Province, Indonesia utilized waste materials to support their teaching and learning process in the classroom. The data were collected using classroom observation, semi-structured interview with the teachers as well as the students as the respondents and a list 15-item of questions about the level of application in utilizing instructional media addressed to the teachers and the students. This study reveals that the students were active during the application of the instructional media using waste materials such as papers and drinking mineral bottles. In addition, during the application of the teaching and learning aids, the students also learnt how to work in team during group discussion and how to appreciate other’s opinion. However, a support on the use of teaching aids, especially teacher’s made (or teacher-students’ made) need to be increased among teachers. This is because, not all teachers are able to utilize waste materials in to instructional media

IMPROVING STUDENTS’ READING COMPREHENSION OF NARRATIVE TEXT THROUGH PROJECT BASED LEARNING (A Classroom Action Research in the Second Year of MTs Jamiyyah Islamiyyah Pondok Aren) Yuliana Friska
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 3, No 1 (2018): JUNE 2018
Publisher : IAIN Syekh Nurjati Cirebon

The aim of this study is to know whether students’ reading comprehension of narrative text could be improved by applying Project Based Learning in the second year of MTs Jamiyyah Islamiyyah Pondok Aren academic year 2015/2016. This study is categorized as the Classroom Action Research (CAR) method in which to identify and to solve the problem on students’ reading comprehension. It is initiated through the interview the teacher and through the observation in the VIII grade class VIII.5 at MTs Jamiyyah Islamiyyah Pondok Aren; considered as the class whose reading test score are very low. The amount of students in that class is 36. In this Classroom Action Research, the writer implements the Kurt Lewin’s design which consists of four phases. Therefore, this study is included into quantitative descriptive research. The findings of this study are: (1) related to the test result, there was 20.28% improvement of students’ mean reading score after using Project Based Learning; it gained from the pretest result, there were two students who passed the KKM. Then in the result of posttest in cycle 1, there were 11 or 31% students in the class who passed the KKM considering their mean score of the test is 62.78. Next in the result of posttest in the cycle 2, there were 30 or 83% students who passed the KKM in which their mean score of reading test derived 73.19. (2) Related to the observation result showed that the students were more active and interested in reading activity in the classroom. Indeed, they were able to analyze the text and to get information from the text well. (3) Related to the interview result, it could be known that the students’ reading comprehension in term of narrative text has improved and also assisted the teacher in finding the appropriate strategy in teaching reading especially narrative text.

INVESTIGATING A PROFESSIONAL TEACHING of THE NEW LECTURER in INDONESIA Muhammad Yunus; Ani Sari
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 3, No 1 (2018): JUNE 2018
Publisher : IAIN Syekh Nurjati Cirebon

The concern held on this issue vary in term of English language teaching practices especially teaching speaking by the new speaking lecturer of University of Islam Malang (Unisma). The descriptive qualitative study was then designed in order to describe the teaching speaking activities by the new speaking lecturer of Unisma. Twice classroom observatios were conducted in two different speaking classes. Moreover, the new lecturer and ten students from speaking II D & II E were also invited to join twice interviews. By the same token, simple questionnaires which consists of thirteen questions were also distributed to know students’ involvement during speaking class. From the investigation, it was found out that the new lecturer has implemented procedural teaching performances such as preparing teaching activities – designing lesson planning, teaching journal and course outline, executing the plans in classroom – creating group discussion, presentation and individual task, and assessing the progress after teaching and learning activities such as implementing oral test. Moreover, the observed students were motivated by the new lecturer teaching way. Additionally, the new lecturer only implemented ICT based learning as the supporting way to facilitate her teaching not as her main media.

EXPLORING STUDENTS’ RESPONSE TO PEER FEEDBACK STRATEGY IN EFL WRITING CLASS Anni Rachmayani; Ahmad Rifai; Tedi Rohadi
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 3, No 1 (2018): JUNE 2018
Publisher : IAIN Syekh Nurjati Cirebon

Alwasilah, A. Chedar, &Alwasilah, Senny, S. 2013. PokoknyaMenulis. Bandung: PT KiblatBukuUtama.Berčíková, Pavlina. 2007. Teacher’s Role in Pair Work. A Thesis: Faculty of EducationDepartment of English Language and Literature. Brno:Masaryk University.Bijami, M., Kashef, S.H., &Nejad, Maryam, S. 2013. 'Peer Feedback in Learning English Writing: Advantages and Disadvantages. Journal of Studies in Education, 2013, Vol. 3, No. 4. 91-97. Malaysia: Macrothink Institute.Biri H. 2014. Contribution of Peer Assessment Method to Teacher Education. Unpublished Master's Thesis. Karadeniz Technical University Institute of Educational Sciences, Trabzon.Brown, H. Douglas. 2002. Teaching by Principles: An Interactive to Language Pedagogy (2nd ed.). London: Longman.Byrne, Donn. 1989. Techniques for Classroom Communication. UK: Longman.Creswell, John, W. 2013. Educational Research: Planning, Conducting and Evaluating Quantitative and Qualitative Research. Fourth Edition. Boston: Pearson Education Inc.Griffiths, B. Teacher Positioning in the Classroom. 2005. Teaching English. British Council.Hadfield, J. 1992. Classroom Dynamics. Oxford University Press.Hyland, Ken, & Hyland, Fiona. 2006. Language Teaching: Feedback on Second Language Students' Writing. United Kingdom: Cambridge University Press. Language Teaching 2006, Volume 39, No.2. P. 83-1901 (Available on http://hdl.handle.net/10722/57356)Keppell M, and Carless D. 2006. Learning-Oriented Assessment: A Technology-Based Case Study. Assessment Education, 13 (2): 179-191.Kurihara, Noriko. 2017. 'Peer Review in an EFL Classroom: Impact on the Improvement of Student Writing Abilities'.The Asian Journal of Applied Linguistics. Vol. 4 No. 1, 2017, 58-72.Musa, F., Mansor, A. Z., Mufti, N., Aida, N. A., & Dato's Kasim, F. 2012. Negotiation Skills: Teachers' Feedback as Input Strategy. Procedia- social and Behavioural Sciences, 59, 221-226.Nelson, G. & Carson, J. 1995. Social Dimensions of Second-Language Writing Instruction: Peer Response Groups as Cultural Context. In D. Rubin (Ed.), Composing social identity in Written Communication (pp. 89-109). Hillsdale, NJ: Lawrence Erlbaum.Nicole, D., & Macfarlane-Dick, D. 2006. Formative Assessment and Self-Regulated Learning: A Model and Seven Principles of Good Feedback Practice. Studies in Higher Education, 31(2), 199-218.Noor, Mochammad. 2016. ‘Improving the Ability in Writing Narrative Text of Junior High School Students through Peer Feedback’. Indonesian Journal of English Language Teaching and Applied Linguistics. Vol 1, No 1, 11-21.Orsmond, P., Maw, S. J., Park. R. J., Gomez, S., & Crook, C. A. 2013. Moving Feedback Forward: Theory to Practice. Assessment & Evaluation in Higher Education, 38(2), 240-252.Özdemir, Serpil. 2016. The Opinions of Prospective Teachers on Peer Assessment. Educational Research and Reviews. Vol. 11 (20), pp. 1859-1870, 2016.Saito, H., & Fujita, T. 2004. Language Teaching Research.Characteristics and User Acceptance of Peer Rating in EFL Classrooms.Vol 8 (1), pp. 31–54.Seow, Anthony. 2002.The Writing Process and Process Writing. Richard, Jack, C. &Renandya, A. Willy.In Methodology in Language Teaching: An Anthology of Current Practice. Cambridge: Cambridge University Press.Siregar, M. Ibrahim, &Murni, Sri, Minda. 2013. 'The Application of Peer Feedback Strategy to Improve Student's Writing Achievement in Narrative Text'. LINGUISTICA Journal of Linguistics of FBS UNIMED. Vol. 2, No. 1, 2013.Vygotsky, L. 1978. Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard UniversityPress.Watcyn-Jones, Peter & Howard-Williams, Deirdre. 2002. Pair Work 1 (Elementary-Pre-Intermediate). UK: Penguin English Books.Zariski, A. 1996. Students Peer Assessment in Tertiary Education: Promise, Perils and Practice. In Teaching and Learning Within and Across Disciplines: Proceedings of the 5th Annual Teaching Learning Forum, ed. J. Abbott and L. Willcoxson. Perth: Murdoch University.

EXPLORING COMMUNICATION STRATEGIES IN SPEAKING PRACTICE AT SECOND GRADE STUDENTS OF STATE SENIOR HIGH SCHOOL Febriyano Ramadhan; Sumadi Sumadi; Edy Waloyo
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 3, No 1 (2018): JUNE 2018
Publisher : IAIN Syekh Nurjati Cirebon

Abstract: Speaking is complex skill which includes ability to express ideas, intentions, and emotions of the speaker. Mastering speaking skill, students can convey and express their idea and meaning well. Speaking can be mastered by conducting practice in real conversation continuously, and one of the ways is through impromptu conversation designed by teacher. This research aims (1) to investigate communication strategy types employed by second grade students of XI MIPA 2 when performing impromptu conversation with peer in lesson asking and giving opinion with theme go shopping, and (2) to reveal factors that influence the use of particular types of communication strategies. This research applies descriptive qualitative design. Observation, interview, and documentation were carried out to collect the data to answer research questions. The findings show (1) students use five of nine communication strategies in Tarone (1980) taxonomy of communication strategies, namely language switch (36.93%), mime (27.02%), literal translation (22.52%), appeal for assistance (7.20%), and approximation (6.30%), and (2) the researcher reveals four factors that influence language switch; lack of vocabulary, pronunciation problem, interlocutor, and Indonesian term. Mime is influenced by three factors, such as simple and easy use, vocabulary difficulty, and interlocutor. Literal translation is caused by three factors, namely lack of grammatical knowledge, mother tongue influence, simple and easy use. Likewise, appeal for assistance has three factors; lack of vocabulary, pronunciation problem, and teacher instruction. Last, approximation is caused by two factors, such as conscious and unconscious factor.Keywords: Speaking practice, impromptu conversation, communication problems, communication strategies, second grade students.

EXPLORING TEACHER’S STRATEGIES IN TEACHING VOCABULARY at GRADE TENTH of SMK SULTAN AGUNG SUMBER Nia Meliana; Amroh Umaemah; Hendi Hidayat
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 3, No 1 (2018): JUNE 2018
Publisher : IAIN Syekh Nurjati Cirebon

Abstract: Vocabulary is an essential part in learning language. The teacher of SMK Sultan AgungSumber applied the vocabulary strategy in teaching English to make students learn effectively. This study is intended to explore the types, the strengths, and the weaknesses of strategyapplied by the teacher in teaching vocabulary at grade tenth of SMK Sultan AgungSumber.The research method adopted by the researchers is descriptive qualitative. The data are taken from observation and interview with the teacher and 5 students as respondents. Both observation and interview are to explore how the teacher appliesstrategies in teaching vocabulary during the learning process. The result of the study revealed that the strategies applied by the teacher to teach vocabulary includes: 1) comprehending vocabulary in details; 2) memorizing vocabulary in every meeting; 3) dictionary use; and 4) teaching vocabulary by using games. Meanwhile, for the strengths and weaknesses of each strategy, the researcher found that the most effective strategy in teaching vocabulary applied by the teacher is teaching vocabulary by using games. On the other hand, the most weaknesses vocabulary teaching strategy is memorizing vocabulary in every meeting due to the fact thatmemorizing vocabulary around 15-20 words each meeting made them easy to forget thevocabularies that they have memorized. Keywords:Teaching Strategies, Vocabulary

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