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[Elementary School Teachers’ Perceptions on English Teaching in Cirebon ]]>
<![CDATA[Sri Hastuti]]>
<![CDATA[ ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 6, No 1 (2021): JUNE ]]>
Publisher : <![CDATA[IAIN Syekh Nurjati Cirebon ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24235/eltecho.v6i1.7469
<![CDATA[In 2013 Curriculum, English is not explicitly mentioned as one of the subjects at the Elementary School level. Thus, the schools are not required to teach English to their students. However, some elementary schools still include English as one of the subjects and classroom teachers as an English teacher. Therefore, this research was aimed to figure out elementary school teachers’ perceptions on English teaching and school policy background in teaching English. This research used the descriptive method with questionnaires and interviews as the research instruments. The respondents of this research were 100 elementary schools and 11 principals. The result of the study revealed that most of the teachers assume that English is needed by elementary school students. The elementary school period is considered the best time to learn English, and they believe that English specialist teachers will be able to teach English better than the classroom teachers do. The data of interviews with 11 principals showed that 4 of 11 elementary schools still conducted English teaching and 7 schools did not implement English teaching because English is excluded from the 2013 Curriculum. All of the principals stated that the main problem of the implementation of English teaching at Elementary school was the availability of English specialist teachers.]]>
<![CDATA[ENGLISH TEACHER ABILITY IN SPEAKING AND WRITING THROUGH DESRIPTIVE TEXT AND THE RELATIONSHIP ]]>
<![CDATA[Putra, Hendra -]]>
<![CDATA[ ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 6, No 2 (2021): DECEMBER ]]>
Publisher : <![CDATA[IAIN Syekh Nurjati Cirebon ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24235/eltecho.v6i2.9280
<![CDATA[Objective: This study discusses about English teacher ability in speaking and writing through descriptive text. Ideally English teacher is perfect in all of skills English. But in this study the researcher just focusses on two skill that is speaking and writing skill. The purpose of this study is to know the ability of English teacher ability in speaking and writing through dscriptive text then make the relationship between speaking and writing ability. Method: The approach used in this research is quantitative approach. The researches uses writing and speaking test as as instrument. The population is english teacher located in West Sumatera. Then the sample is 3 English teachers as participant in this research. The sample is purposive sampling it is intended to resaerch only. Result:it can be shown that english teacher ability in writing is 75 it means that the ability English teacher in writing is good. Then English teacher’s ability in speaking is 63. It means that the ability of english teacher in speaking is sufficient. Conclussion: related to result above it can be concluded that the ability of english teacher in writing is higher than speaking. It can be seen from the scored above. It also can be said that speaking is more difficult for english teacher than writing through descriptive text.]]>
<![CDATA[LEARNERS’ AGENCY IN FOCUS: INTRODUCING THE 21ST CENTURY ACADEMIC WRITING PEDAGOGY IN INDONESIA ]]>
<![CDATA[Lala Bumela Sudimantara]]>
<![CDATA[ ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 6, No 2 (2021): DECEMBER ]]>
Publisher : <![CDATA[IAIN Syekh Nurjati Cirebon ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24235/eltecho.v6i2.9567
<![CDATA[The notion of transformative learning has been echoed by the Indonesian government in the National Standard of Education (2020, 2015). A shift from the teacher-centric into the student-centric pedagogy is a prerequisite to trigger the learning transformation. However, in the field of English language teaching (ELT) in particular, there remains a firm reliance on the dogma of modern linguistics that positions linguistic description and grammatical mastery as the key for meaning-making mechanism. Consequently, such monolithic ELT pedagogy expects a steady compliance from the students in relation to learning, and thus learners’ creative agency was removed. This paper is a reflection on how the learning of academic writing unit was approached differently by using a multisensorial-multicognitive pedagogy as informed by neuroscience, thus breaking away from linguistics as the sole informing theory for learning language. This new academic writing pedagogy embraces language learning as a complex system, thus incorporating other bio-psychological components in learning such as rhythm, intonation, movement, emotion, and aesthetics. This paper highlights how these components were used creatively in the three innovative learning tools – Verbotonal Approach, Reading for Emotions, and Aesthetics – to support agentive learning practice in academic writing course. This new pedagogy was developed in a doctoral research project in an Australian university and was proven effective to help students transform their learning practices.]]>
<![CDATA[CULTIVATING EFL PRE-SERVICE TEACHERS’ SOCIAL PRESENCE IN ONLINE CLASSROOM MANAGEMENT PRACTICE THROUGH PROJECT-BASED LEARNING ]]>
<![CDATA[Banatul Murtafi'ah]]>;
<![CDATA[Ferbiana Nerissa Arvenina]]>
<![CDATA[ ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 6, No 2 (2021): DECEMBER ]]>
Publisher : <![CDATA[IAIN Syekh Nurjati Cirebon ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24235/eltecho.v6i2.8979
<![CDATA[The current pandemic situation has forced EFL preservice teachers to conduct their teaching practice virtually. By teaching virtually means that they must have the ability to manage classroom online. However, to the best of researchers’ knowledge, these pre-service teachers did not get any preparation related to online classroom management. One of the must-have abilities for pre-service teachers to manage online classroom is social presence. Since during online teaching the social contact between teachers and students weaken, then the ability for the teachers to socially present before their students is urgent. Though several studies have proposed that students’ social abilities could be supported through project-based learning, there is a limited study investigating project-based learning and social presence. Therefore, through this research, the researchers attempted to develop a course focusing on developing pre-service teachers’ social presence while practicing online classroom management through four stages of project-based learning activities. Using a social presence questionnaire adapted from Swan et al. (2008) and Arbaugh (2008), after one semester, the results show that there was a significant difference between preservice teachers’ pre-test and post-test score of social presence. It is also found that female pre-service teachers have higher social presence level than male pre-service teachers. In addition, 87% of the pre-service teachers joining the study also acknowledged that the project-based learning activities they did during the course help them develop their social presence. At the end, several implications related to the research findings are proposed in this paper.]]>
<![CDATA[BEYOND HYPOTHESIS: AN UNSTRUCTURED INTERVIEW ON STORYTELLING TRAINING ]]>
<![CDATA[Ira Mutiaraningrum]]>;
<![CDATA[Meniwati Meniwati]]>
<![CDATA[ ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 6, No 2 (2021): DECEMBER ]]>
Publisher : <![CDATA[IAIN Syekh Nurjati Cirebon ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24235/eltecho.v6i2.8991
<![CDATA[Community empowerment in the border area has attracted considerable attention, including in terms of English Language learning. This study is a smaller part of a bigger project carried out in Temajuk Village, West Kalimantan, Indonesia. This study used unstructured interviews to explore what has neither been tested in the hypothesis nor questioned in the research problems. The unstructured interview has not really been put to use despite its ability in uncovering a wider range of topics of conversation. Thus this descriptive study seeks to examine participants’ thoughts after attending a six-meeting training of storytelling in English to tour guides in Temajuk Tourism Village. The findings revealed that participants appreciated the training given and are enthusiastic about attending more training. The pocketbook surprisingly is the most favorable way of teaching preferred by participants. This study also encourages the use of gradually increasing difficulty of method in teaching English for participants coming from different backgrounds of educations and ages. This study provides insights and input for future policies and programs for the empowerment of the border community.]]>
<![CDATA[THE USE TECHNOLOGY BASED ON ARTIFICIAL INTELLIGENCE IN ENGLISH TEACHING AND LEARNING) ]]>
<![CDATA[Tira Nur Fitria]]>
<![CDATA[ ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 6, No 2 (2021): DECEMBER ]]>
Publisher : <![CDATA[IAIN Syekh Nurjati Cirebon ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24235/eltecho.v6i2.9299
<![CDATA[Artificial Intelligence (AI) is a human intelligence simulation based on computers and designed to function as human beings. AI is one of the drivers of the 4.0 industrial revolution to facilitate education in teaching and learning. This research is to know the role of AI in ELT and to investigate AI technologies in ELT. This is library research. The result shows that AI offers a good learning atmosphere for English learning. It has considerable ability to create a personalized atmosphere in which learners use their senses to concurrently exercise English skills depending on their current level of English, vocational needs, or interests. AI provides a real simulation dialog platform such as spoken English and increases practical skills such as written. It increases the practice of students’ capacity and optimizes the teaching impact of English in ELT. Learning English become easier with the development of technology and platforms. AI’s technology offers the opportunity to improve English language skills. The existence of various kinds of learning technology makes it easier for students to understand English. Many choices of ELT applications are based on AI technology that can be used by the students. These technologies as smart machines that think and behave like people with the ability to simulate intelligence and make decisions identical to human reasoning through a process both computers and cell-phones such as Google Translate, Text to speech (TTS), English Able, Orai, Elsa, Chatbot, Duolingo, Neo platforms, and many more.]]>
<![CDATA[THE IMPLEMENTATION OF PRONUNCIATION PRACTICE COURSE USING THE MINIMUM PAIR STRATEGY METHOD IN ENGLISH TEACHING ]]>
<![CDATA[Hapsari Dwi Putri Ariyanti]]>;
<![CDATA[Thohiriyah Thohiriyah]]>
<![CDATA[ ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 6, No 2 (2021): DECEMBER ]]>
Publisher : <![CDATA[IAIN Syekh Nurjati Cirebon ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24235/eltecho.v6i2.9338
<![CDATA[The learning of English has its level of difficulty. One of its difficulties is pronunciation practice which is influenced by several factors. This study purposes to determine the factors that influence the difficulty in pronunciation practice. This study aims to implement a minimal pair strategy to facilitate learning pronunciation for students in one of the elementary schools in Temanggung as the object of this study. This study uses an experimental method by dividing a class of third-grade into two groups, namely the experimental group and the control group. By using this method, two different data will be generated to compare how effective the implementation of the minimum pair strategy is for elementary school students, especially for learning pronunciation.]]>
<![CDATA[USING COOPERATIVE LERNING MODEL- SNOWBALL THROW TO IMPROVE STUDENTS ENGLISH LEARNING OUTCOMES ]]>
<![CDATA[Lanlan Muhria]]>
<![CDATA[ ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 6, No 2 (2021): DECEMBER ]]>
Publisher : <![CDATA[IAIN Syekh Nurjati Cirebon ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24235/eltecho.v6i2.9226
<![CDATA[The goal of this study was to see if a snowball throwing cooperative learning strategy could improve students' English learning outcomes in from of writing an advertisement. Classroom Action Research is the research method used in this study. The actions are divided into two cycles, each with four stages: preparation, implementation, observation, and reflection. The study was carried out at SMPIT Al Muhsinin with 24 students, 10 males and 14 females. Data gathering procedures are observations, interviews, assessments, and documentation. the findings of the research shows that snowball throwing cooperative learning strategy has a good influence on enhancing student learning outcomes, as seen by an increase in student learning completion in each cycle, which is 56.25 percent in cycle I and 81.25 percent in cycle II. As a result, the classical completion of pupil learning has been attained. The Snowball Throwing methodology, when used collaboratively, can boost students' learning motivation and cooperation when learning English.]]>
<![CDATA[QUIZIZZ PLATFORM AS THE REALIZATION OF ASYNCHRONOUS LEARNING TO IMPROVE STUDENTS’ VOCABULARY MASTERY ]]>
<![CDATA[Ariani Dyah Pusparani]]>
<![CDATA[ ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 6, No 2 (2021): DECEMBER ]]>
Publisher : <![CDATA[IAIN Syekh Nurjati Cirebon ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24235/eltecho.v6i2.9312
<![CDATA[The purpose of this research is to discover the significant difference of using Quizizz as an asynchronous learning to students in learning vocabulary mastery of Junior High School. The research was done using a quasi-experimental design, where two classes of pre-test and post-test design were applied as the research design. 32 students of VIII C and 32 students of VIII I in SMPN 1 Kayen in the academic year 2021/2022 were taken as the sample. The students were classified into two groups as experimental and control group. The acquired data was examined using a t-test.. The result of the research expressed that the t-test had a higher value than the t-table (t-value = 3.939 > t-table = 2.00, a = 0,05). Both groups' vocabulary mastery has improved, however there is a considerable difference between the two. The experimental class learning outcomes of the post-test score had an average of 88,44 while the average of control class is 78,9. Therefore, it can be concluded that the use of Quizizz platform as asynchronous learning can improve students’ vocabulary mastery. Quizizz helps students expand their vocabulary while playing games.]]>
<![CDATA[LEARNING ENGLISH FOR STUDENTS WITH SPECIAL NEEDS THROUGH SOCIAL CONSTRUCTIVISM PEDAGOGY-BASED JOYFUL LEARNING ]]>
<![CDATA[Septi Gumiandari]]>;
<![CDATA[Ilman Nafi'a]]>
<![CDATA[ ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 6, No 2 (2021): DECEMBER ]]>
Publisher : <![CDATA[IAIN Syekh Nurjati Cirebon ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24235/eltecho.v6i2.7993
<![CDATA[Students with special needs have different characteristics from students in general. Their different characteristics require more specific teaching services adjusted to their capacities and potentials. Their emotional, mental, intellectual, or social characteristics require special attention and treatment to strengthen their understanding of the learning materials. This article aims to explain the implementation of English language learning to students with special needs using joyful learning based on social constructivism pedagogy. This study employed a descriptive qualitative method and was conducted at SADA Ibu Inclusion School and Cirebon Pancaran Kasih Perjuangan Special Education. The findings of the research show that (1) the implementation of the joyful learning method encouraged students in English classes; (2) in combining joyful learning with a social constructivism pedagogy approach, the results had significant differences at the two schools. Joyful learning-based social constructivism pedagogy is more appropriately applied at SADA Ibu Inclusion School rather than in Cirebon Pancaran Kasih Perjuangan Special Education.]]>
