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
156 Documents
<![CDATA[Ms. PHOTO SOTRY 3, INTEGRATING TECHNOLOGY IN WRITING CLASS FOR EFL STUDENTS ]]>
<![CDATA[Khomarudin Kamsina]]>
<![CDATA[ ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 5, No 1 (2020): June ]]>
Publisher : <![CDATA[IAIN Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/eltecho.v5i1.5314
<![CDATA[AbstrackThe objective of the study is to investigate the students’ perceptions of using a Ms. Photo Story 3 for writing practice among EFL learners in an English for senior high school class. The method of research design was employed descriptive qualitative techniques. Thirty eight senior high school students in writing class were introduced to the Ms. Photo Story 3 for writing practice. After using the application in class, students completed a survey questionnaire and ten students were selected for follow-up interviews based on their writing proficiency. Survey results showed that the majority of students held favorable attitudes towards using Ms. Photo Story 3 as a writing tool. The evidence obtained from a multiple choice question in the survey showed that a majority of the students benefited by using the Ms. Photo Story 3 to increase their writing. Moreover, interview data revealed that the Ms. Photo Story 3 had a positive effect on writing skill development. Finally, eight of the ten interview participants suggested that Ms. Photo Story 3 could be utilized in future writing classes. Further discussions of the benefits of adopting Ms. Photo Story 3 writing software such as increased learner motivation and learner autonomy also indicate that this kind of software can be a useful support tool in the EFL classroom. Keywords: Ms. Photo story, writing skill, and EFL learners.]]>
<![CDATA[CRITICAL LITERATURE REVIEW IN TEFL RESEARCH: TOWARDS INTERDISCIPLINARY STUDY ]]>
<![CDATA[Wakhid Nashruddin]]>;
<![CDATA[Hanna Azmi Zakiyyah Mustaqimah]]>
<![CDATA[ ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 5, No 2 (2020): December ]]>
Publisher : <![CDATA[IAIN Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/eltecho.v5i2.7393
<![CDATA[The fact that English as a second language is perceived to be failed has been a source of criticism for stagnating research in English Language Teaching (ELT). One explanation is that the essence of human learning language has not been taken into account. Furthermore, the tendency that single model of theory applications narrow the subject of research in ELT, using linguistic theories to develop language capacity. Brain study, such as neuroscience, seems to be neglected for considerations that it is irrelevant with language learning. This article identifies possibilities of using a new approach for developing the area of TEFL. As this is literature review, the report is to argue that critical literature review may be useful for initial stage studies, crossing the boundaries of what is called a relevant or irrelevant field, and to identify possible steps in doing critical literature review.]]>
<![CDATA[EXPLORING ENGLISH STUDENT TEACHERS’ READING HABITS AND PREFERENCES ]]>
<![CDATA[Muhsiyana Nurul Aisyiyah]]>;
<![CDATA[Mohammad Andi Hakim]]>
<![CDATA[ ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 5, No 2 (2020): December ]]>
Publisher : <![CDATA[IAIN Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/eltecho.v5i2.7413
<![CDATA[The vast benefits of reading in both the first and the target language makes reading essential for English Language Teaching Department students who are not only English language learners but also English teacher candidates. This study explores English student teachers’ reading habits and preferences. An open-ended and closed-ended questionnaire and interviews were used to collect information on 88 English student teachers’ reading habits and preferences. The participants’ reading habits were predicted by their attitudes towards reading, reading frequency, and reading material preferences. The findings suggest that although student teachers mostly displayed positive attitudes towards reading and acknowledged the importance of reading, they didn’t really invest in personal reading. In terms of reading preferences, most of the student teachers chose fiction books and online materials as the most preferred reading materials. When it comes to language preferences, most of them preferred to read in their first language (Indonesian) instead of the language they are currently learning (English) for both academic reading and reading for pleasure.]]>
<![CDATA[Translanguaging as an Instructional Strategy in Adult ESL Classroom ]]>
<![CDATA[Mehedi Hasan]]>;
<![CDATA[A B M Shafiqul Islam]]>;
<![CDATA[Israt Jahan Shuchi]]>
<![CDATA[ ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 5, No 2 (2020): December ]]>
Publisher : <![CDATA[IAIN Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/eltecho.v5i2.7311
<![CDATA[The use of the first language (L1) in adult second (L2/SL) or foreign language (FL) classrooms has always been a bone of contention over the past few decades. Many are in favor of L1 use terming it as constructive and facilitating for language learning while some disapprove that practice and identify it as a hindrance to the teaching and learning of a language. Of late, the concept of translanguaging has added a new dimension to this long-standing debate of using L1 in teaching/learning L2 since it basically insists on viewing languages as a single unitary system as opposed to the traditional linguistic perception of L1 versus L2. However, there have only been a very few studies on translanguaging with particular emphasis and attention given to ESL/EFL adults at the college/university level. This research study thus attempts to shed light on the theoretical underpinnings of this L1-L2 dichotomy and discuss how translanguaging differs from the customary notion of using L1 in the adult L2 classroom. This study uses a qualitative research method that exclusively uses the relevant secondary references/works available on the topic. The results demonstrated that both translanguaging and the notion of L1use in the L2 classroom are pedagogically similar as both allow the use of L1 in L2 classrooms at varying degrees though theoretically, they are different.]]>
<![CDATA[EXPLORING WRITING STRATEGIES OF BILINGUAL STUDENTS ]]>
<![CDATA[Romadhon Romadhon]]>;
<![CDATA[Edy Waloyo]]>
<![CDATA[ ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 5, No 2 (2020): December ]]>
Publisher : <![CDATA[IAIN Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/eltecho.v5i2.5036
<![CDATA[Scholars have long debated the impact of bilingualism on foreign language acquisition. This research was conducted in Senior High School and it involved five bilingual students. They were considered qualified as research subjects because of their language background. The researchers employed observation, documentation of students’ writing, and in-depth interview to gain the data. The aims of this research are: to describe the bilingual students’ writing performance, to explore writing strategies used by bilingual students, and the reasons why they use those strategies. The research findings suggest that students had a lack of awareness in the organization and content of their writing because they were only concerned about the structure and spelling. Bilingual students used some strategies during writing preparation, while writing, and revision. During the writing preparation, they preferred to write carefully and collaboratively by making a draft, writing scratch before real writing, asking teacher's instruction, and others. While writing, they did not really give attention to readers’ perspectives. Also during the revision process, they were concerned to edit words or sentences instead of revising the content or organization.]]>
<![CDATA[EFL STUDENTS’ ENGAGEMENT DURING INTERACTIVE READ ALOUD ]]>
<![CDATA[Fadillah Sandy]]>;
<![CDATA[Laksananing Mukti]]>
<![CDATA[ ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 5, No 2 (2020): December ]]>
Publisher : <![CDATA[IAIN Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/eltecho.v5i2.7245
<![CDATA[This study explores EFL students’ engagement during interactive read-aloud activity. Students’ engagement was observed in two meetings (Mean= 70 minutes). The subject of this research was the 10th grade of high school students. The data was taken from the teacher’s field notes and the students’ essay (n= 32). The teacher’s field notes were used as a tool to see how interactive read aloud was applied; while students’ essays were used to gather the students’ writing performance and language functions. The result shows that in behavioural engagement the students were very much engaged during the classroom activity. As in cognitive engagement, it could be seen that the students used to mix languages in delivering their idea in spoken, while in writing, most of the students had excellent ability to elaborate their idea. Students showed their affective engagement through their excitement and eagerness while listening and discussing story book during interactive read-aloud.]]>
<![CDATA[Politeness Utterances in English Discussion ]]>
<![CDATA[Elia Sapitri]]>;
<![CDATA[. Prihantoro]]>;
<![CDATA[Sarwo Edy]]>;
<![CDATA[Jumatul Hidayah]]>
<![CDATA[ ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 5, No 2 (2020): December ]]>
Publisher : <![CDATA[IAIN Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/eltecho.v5i2.6723
<![CDATA[Abstract: This study was conducted to investigate the types of maxims according to the principles of politeness as used by tertiary English students in the context of semi-formal discussion. This study used a descriptive qualitative method. 20 intermediate tertiary English students from one of the universities in Bengkulu were involved as the participants of this study. They were selected using a purposive sampling technique. The findings revealed that in the context of semi-formal English discussion, there were four types of maxims representing politeness. They ranged from tact maxim, generosity maxim, approbation maxim, to agreement maxim. Those maxims were realized into several uses of utterances such as requesting, asking, offering, responding, and answering. This study supports a premise that the uses of politeness maxims in English communication contribute to the success of communication per se.]]>
<![CDATA[ICT IN DISTANCE LEARNING: TEACHERS’ ATTITUDES AND PROBLEMS ]]>
<![CDATA[Aldha Williyan]]>;
<![CDATA[. sirniawati]]>
<![CDATA[ ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 5, No 2 (2020): December ]]>
Publisher : <![CDATA[IAIN Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/eltecho.v5i2.6949
<![CDATA[In 2020, conducting education in distance is obligatory since the education must continue while the world is still fighting with the coronavirus disease and one of the ways of teaching in distance learning is using ICT. While several studies have investigated teachers’ attitudes of using ICT in face to face classrooms, few studies investigate teachers’ attitudes of using ICT in distance learning. This study examines 52 teachers’ attitudes and problems in using ICT in EFL distance learning in a language development center. The questionnaires are delivered and the interview is conducted to collect the data that disclose the teachers’ attitudes and problems of using ICT in distance learning. After analyzing the data, the findings in this study indicate that the teachers have positive attitudes toward the use of ICT in distance learning. The problems that occur when using ICT in distance learning are further discussed and possible suggestions are presented.]]>
<![CDATA[Artificial Intelligence (AI)-Based Pronunciation Checker: An Alternative for Independent Learning in Pandemic Situation ]]>
<![CDATA[Sari Dewi Noviyanti]]>
<![CDATA[ ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 5, No 2 (2020): December ]]>
Publisher : <![CDATA[IAIN Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/eltecho.v5i2.7246
<![CDATA[The primary aim of this study was to explore the effectiveness of using artificial intelligence-based pronunciation checker in learning pronunciation independently from the viewpoints of higher education students of English Education Department in IAIN Jember. The students’ (n=30) opinions were collected through a questionnaire and the results of this study demonstrated that students have a varied of conceptions about using technology of doing independent learning especially in English pronunciation. The study suggests that while students admit the effectiveness of artificial intelligence technology in learning pronunciation independently, they still believe that having a real communication, especially with natives as frequently as possible, will help their pronunciation learning faster and better.]]>
<![CDATA[ENGLISH TEACHERS’ PEDAGOGICAL CONTENT KNOWLEDGE: THE DEGREE OF CONSISTENCY BETWEEN PERCEPTION AND IMPLEMENTATION ]]>
<![CDATA[Ni Putu Diah Anggreni]]>;
<![CDATA[Iga Lokita Purnamika Utami]]>;
<![CDATA[Kadek Sintya Dewi]]>
<![CDATA[ ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 5, No 2 (2020): December ]]>
Publisher : <![CDATA[IAIN Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/eltecho.v5i2.6743
<![CDATA[This research aims to investigate teachers’ perceptions and their implementation of Pedagogical Content Knowledge (PCK) as well as compare teachers’ perceptions and implementation of PCK in teaching English for young learners. There are 3 primary school English teachers from 3 different public primary schools in Badung regency who were selected by using convenience sampling techniques. A mix-method design embedded with dominant qualitative is used in this study. In collecting the data, questionnaires, observation sheets, and interview guides were used. The data were analyzed through descriptive qualitative. The results showed that the teachers had a strong positive perception of PCK meanwhile the teachers had a very weak level in implementing pedagogical content knowledge in the class. After both of the data were compared, it found that there was a lack of consistency between the teachers' perceptions and implementation of PCK in teaching English for young learners. According to the result, it clarified that there were some problems that encountered by the teachers during teaching young learners such as problem in using English in teaching, dealing with students' different characteristics and backgrounds, having problem in using media and having a different view about strategies used.]]>
