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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 156 Documents
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An Analysis of the Higher Order Thinking Skills (HOTS) in the National Examination of English On Junior High School Level Astuti Widiyaningsih; Tri Ilma Septiana
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 4, No 2 (2019): December
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v4i2.4964

Abstract

This study was carried out to obtain empirical evidences on the distribution of the higher order thinking skills (HOTS) based on the revised edition of Bloom’s Taxonomy in the National Examination of English subject on Junior High School level. This study used document analysis method that enables the writers to identify, analyze, and categorize the quality of National Examination questions into Bloom’s taxonomy. the writers employed questions from 2016-2017 and 2017-2018 academic years as sample. The major findings of this study demonstrate that they were only 6 and 9 out of 50 questions or 12% and 18% from two respective National Examinations can be categorized into the higher order thinking skills. Moreover, the writers also found that the highest order thinking skills classified into C4 or analysis ability. Meanwhile, the lower order thinking skills can be found as many as 44 and 41 questions or 88% and 82% from respective each academic year. In conclusion, the writers conclude that the most questions of National Examination in Junior High School Level can be categorized into the Lower Order Thinking Skills (LOTS). Besides, based on the data the improvement quality of questions was only 6% from two academic years.
INSTACLASS INCORPORATING INSTAGRAM AS A MOBILE LEARNING TOOL IN LANGUAGE CLASSROOM Kun Mustain; Af'idatul Husniyah; Zubaidi .
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 4, No 2 (2019): December
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v4i2.5365

Abstract

Technology has shifted teacher-centered approach to a more student-centered learning, where students construct their own understanding and acquire new language while also building networks and socializing with their peers in a meaningful communication. This mixed-method research aimed to explore students’ perspectives in using Instagram as a platform to learn English. The findings of the research showed that most students felt more motivated in learning English in classrooms where Instagram is integrated as a learning tool. More importantly, students also felt more engaged in meaningful communication during the learning process, which is in accordance with the previously conducted studies. Students also revealed that Instagram can promote meaningful interaction as well as learner autonomy which are essential for their life outside the classroom.
READING STRATEGIES IN ISLAMIC BOARDING SCHOOL: A SMALL SCALE SURVEY Arroza Sindiyasti
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 4, No 2 (2019): December
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v4i2.5099

Abstract

Reading strategies issues appear in EFL context, not only in formal education but also in informal education, for example in Islamic boarding school. The aims of this study is to identify the use of reading strategies by the students of Islamic boarding school. This study included 71 students at Islamic boarding school from higher education with the different studies in their university as respondents. The researcher used quantitative research with Survey of Reading Strategies (SORS) based on Mokhtari and Sheorey’s (2002) questionnaire. The questionnaire was divided into three categories: Global strategies, Problem-solving strategies, and Support strategies. There are 30 items used point Likert scale from level 1-5 as the main instrument in data retrieval. To analyze the data, the researcher using SPSS and Microsoft Excel. The result showed that the most reading strategies used by the students is problem-solving strategies with mean score = 3,952 followed reading strategies with mean score = 3,663 and the lowest one is support strategies with mean 3,633. The score of each domain indicate in high level of use. It means almost of students believe and use reading strategies while reading academic materials.
Language Learning Strategies: A Cross Sectional Survey Of Vocational High School Students Intan Pradita; Jethra Nuha Nindita
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 4, No 2 (2019): December
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v4i2.5277

Abstract

The use of language learning strategies might be influenced by many factors such as gender, background cultures, career orientation and learning settings. In vocational setting, career orientation become an issue that needs a concern. The choice of department as career orientation is suspected to affect different strategies in learning English. This study aimed to identify the language learning strategies employed by the vocational high school students and to find out the differences in strategy use between two majors. This study involved 95 students from automotive engineering and electrical engineering of vocational high school students. Strategies Inventory for Language Learning (SILL) questionnaire which was constructed by Oxford (1990) was used in this study. Six domains were included in this questionnaire: Memory, Cognitive, Compensatory, Metacognitive, Affective, and Social. There are 50 items with 5 likert points in data completion. To analyze the data, SPSS and Microsoft Excel were used by the researcher. Results showed that there was a difference (M=9.168) in language learning strategies use of electrical engineering and automotive engineering students. Furthermore the metacognitive strategy was the most used while the memory strategy was the least used by the students.
AN ANALYSIS OF ILLOCUTIONARY ACTS IN SPOKEN DIALOGS IN AN ENGLISH TEXTBOOK Destra Wibowo Kusumo; Distya Kusuma Wardani
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 4, No 2 (2019): December
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v4i2.5164

Abstract

The study intends: (1) to investigate the illocutionary acts and illocutionary forces; (2) to investigate the direct and indirect acts realized in the spoken dialogs in the textbook Bahasa Inggris SMA/ MA/ SMK/ MAK Kelas XII; and (3) to investigate whether the illocutionary forces fulfill the language functions in Basic Competence Curriculum 2013.This research was descriptive qualitative. The data was in the form of all utterances of the spoken dialogs. The main instrument is, hence, the researcher himself with the help of data sheet as the secondary  instrument. The data of this research were all the spoken dialogs. The data were then coded and analyzed by means of concept of illocutionary acts and the that of direct and indirect acts proposed by Searle (1979) with pragmatic identity method as proposed by Sudaryanto (1993/2009). Four types of illocutionary acts are found: representatives, expressives, directives, and commissives. Fourteen types of illocutionary forces are also found, namely stating an opinion, informing, reporting, explaining, describing, agreeing, greeting, leave-taking, stating surprise, thanking, sympathizing, commanding, requesting, suggesting, wishing, questioning, promising, and offering. Next, the direct acts dominate the utterances in the dialogs. From the research it is concluded that the textbook has fulfilled the language functions as stated in basic competence. Next, based on the findings of direct and indirect acts, the textbook has not realized the direct acts which influence the English natural conversations which lead to the authenticity.
MOOD CHOICE IN GRADUATE STUDENTS SIMULATED CONVERSATION Destra Wibowo Kusumo; Distya Kusuma Wardani
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 5, No 1 (2020): June
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v5i1.6282

Abstract

This study investigates the mood choice used by Indonesian English foreign language learners. The data were the spoken utterances of simulated conversation by four graduate students of English Education Department. The data were transcribed, encoded, analyzed, and interpreted based on the taxonomy of mood system, within the framework of Hallidays systemic functional linguistics, as proposed mainly by Eggins and Slade (1997) and Eggins (2004). Findings revealed that there are six types of moods, namely declarative, tagged declarative, polar interrogative, wh-interrogative, imperative, and exclamative. In addition, there are non-mood clause, namely minor clause, nonfinite clause, and incomplete clause. The dominant findings of numbers of declarative moods suggested that the exchanges of information dominate the conversation. Also, this may indicates the levels of participants competence in using casual English in foreign language context. 
AUTHENTIC MATERIAL ORIENTED TASKS IN ENGLISH TEXTBOOKS sumadi sumadi; Taniya Taniya
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 5, No 1 (2020): June
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v5i1.6724

Abstract

this research aims to explore authentic material oriented tasks  in the two selected textbooks for 10th grade of Senior High School in Indonesia. The is qualitative research using the document analysis. The data were collected from two textbooks, i.e., "Bahasa Inggris Kelas X" (Book 1) published by The Ministry of Education and Culture and "Bahasa dan Sastra Inggris Kelas X" (Book 2) published by Yrama Widya. The authentic tasks in the textbooks were analyzed based on skill focus, principles used, and sources used. The result shows that only a few tasks are authentic in both textbooks. Only 5 out of 287 tasks are authentic in Book 1. Book 2 has slightly more authentic tasks. 10 out of 211 tasks are authentic in Book 2. Book 1 focuses on reading skills (71%) whereas Book 2 focuses on writing skills (90%). In terms of the principles used, the result shows that both books use slightly different principles. Book 1 uses the principles of ‘having a real/genuine communicative purpose’ and ‘using real/fact information’ while Book 2 focuses on ‘using a real fact and information’. Moreover, the sources used in authentic material-oriented tasks particularly found in Book 1 are printed media and internet devices while in Book 2, internet devices are mostly used as the source. In conclusion, both English textbooks provide less authentic material-oriented tasks than pedagogical tasks.
A Comparison of 4Cs’ Praxis in Two Recommended English Textbooks For senior high school in Indonesia Try Oktaviani Shalehah; Tedi Rohadi; Zakky Yavani
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 5, No 1 (2020): June
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v5i1.6720

Abstract

This study aims to know the 4Cs skills, as a mandatory principal of curriculum 2013, in two English Textbooks which used as references in teaching and learning process for eleventh grade. The two English Textbooks studied are “Bahasa Inggris” and “Contextual English”. This research used content analysis as a method, to get the data the researcher use document analysis. After analyzing, the data were interpreted, compared and reported. The research finding shows that 4Cs skills from both English Textbooks are included on its package of activities; 1) pre activities, 2) content of the materials, and 3) worksheets. The critical thinking aspects are mostly found on its pre-activity and contents, while communicative and collaborative aspects sometimes emerge on both. The worksheet requires creativity of the students as well as communicative and collaborative aspects on it. It was also found that among two English Textbooks studied, the 4Cs aspects on “Contextual English Textbooks” are shown up more frequent than “Bahasa Inggris” text book.
MOTIVATIONAL FACTORS INFLUENCING INDONESIAN STUDENTS IN UNDERTAKING A MASTER’S DEGREE Sumit Choemue; Concilianus Laos Mbato
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 5, No 1 (2020): June
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v5i1.6482

Abstract

Education is one of the necessities for cultivating people and the country. It cannot be separated from human life since it is considered as a life-long learning process without limitation. Students have different reasons, factors, and motivations to study a Master’s Degree. This study aimed at investigating motivational factors that impact Indonesian students to undertake a Master’s Degree in English Education. Mixed methods research design was employed to identify and understand the specific information focusing on students’ motivation. The data were collected through questionnaires and in-depth interviews. Graduate students studying in the first semester of the English Education Master’s Program at Sanata Dharma University, Yogyakarta, participated in this study. The obtained data were analyzed using descriptive statistics and displayed in the mean score and the level of motivation. The findings indicated that, in general, students were intrinsically motivated in embarking on their Master’s Degree (m=3.99), with a high level of intrinsic motivation. The data from the interviews revealed that at least three motivational factors were influencing students in pursuing a Master’s Degree, namely personal, environmental, and profession-oriented factors. This study provides suggestions for future research.
INVESTIGATING STUDENTS’ FAMILIARITY WITH CONVERSION, AN ENGLISH WORD FORMATION PROCESS Krismalita Sekar Diasti; Barli Bram
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 5, No 1 (2020): June
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v5i1.6320

Abstract

One of the paramount aspects of acquiring a language is mastering the vocabulary. One way to enrich our vocabulary is by familiarizing ourselves with word formation process. This study aimed to investigate students’ familiarity with a word formation process called conversion. This was a descriptive quantitative study. Using Google Forms, the researchers distributed a questionnaire containing statements on conversion to collect data. The participants were 10 first year students of the English Language Education Study Program (ELESP) of Sanata Dharma University, Yogyakarta. The researchers calculated the students’ correct and incorrect answers. Results showed that most of the students were unfamiliar with conversion, one of the word formation processes, especially the conversion involving verbs to nouns (50%) and adjectives to nouns (50%). Most students were knowledgeable about the conversion from nouns to verbs (80%). One of the implications is that ELESP students study conversion, one of the word formation processes in English, to enrich their vocabulary items.

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