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ELT Echo

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Published by Institut Agama Islam Negeri 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 121 Documents

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THE USE OF RAFT STRATEGY TO IMPROVE THE STUDENTS’ WRITING ABILITY Amroh Umaemah; Mohammad Adnan Latief; Eny Irawati
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 1, No 1 (2016): December 2016
Publisher : IAIN Syekh Nurjati Cirebon

Abstract: Teaching English writing for the students of junior high school level needs high creativity, the students have to be encouraged to study hard to gain writing competence. Additionally, the students themselves face many problems: the lack of vocabulary and poor knowledge of grammar. The objective of the study is to improve the students’ writing ability using RAFT strategy employing classroom action research (CAR) design involving two cycles, three meetings each. The observation to see the result of the implementation used questionnaire, observation checklist, writing test and field notes. The expected criteria of success were that all the students achieve the minimum passing grade 55 and 75% of them involve actively in the implementation of the RAFT strategy. Thirty students of grade 8 of MTs Salafiyah Syafiiyah Babakan Ciwaringin Cirebon West Java participated in the study. The finding shows the implementation of RAFT strategy was successful to improve the students’ writing ability. All the students achieved the score at least 55 and 74.24% of them actively involved in the process of teaching and learning. Key Words: RAFT strategy, improve, writing, ability.

PROCESS TYPES IN EFL LEARNERS’ NARRATIVE TEXT: A PORTRAIT ON LINGUISTICS AND GENDER CONNECTIONS Aldha Williyan; Lala Bumela
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 1, No 1 (2016): December 2016
Publisher : IAIN Syekh Nurjati Cirebon

Abstract: This present study explores the female and male EFL learners’ process types in their narrative text to connect the linguistics and gender. According to Bank (2007, 3-4) school help to shape the sex-role socialization theorists: that is, the theory which focuses on how people learn the role of male and female in the society. Thus, this study is intended to: 1) find out the differences between both female and male in term of process types in narrative text, 2) find out the relation between gender of writers and the choice of process types in writing narrative text. This study shows that female EFL learner uses eleven process types; material (37%), attributive intensive (22,6%), mental affection (7,5%), behavioral (7,5%), identifying intensive (6,1%), mental perceptive (5,4%), verbal (4,8%), attributive possessive (4,1%), mental cognition (2,7%), causative (1,3%), and existential process (0,7%). In contrast, the male respondent tends to use and produce only nine kinds of process types in his narrative text. Those process types are the material (47%), Verbal (13,3%), behavioral (12,2%), attributive intensive (8,1%), identifying intensive (5,8%), mental cognition (4,6%), mental perceptive (4%), attributive possessive (3,4%), mental affection processes (1,1%). Key words: process types, gender,Male EFL learner, Female EFL learner

A SURVEY ON TEACHING SPEAKING PERCEPTION EFL LEARNERS’ FLUENCY (A CASE STUDY AT IAIN SYEKH NURJATI CIREBON Siti Nurhasanah
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 1, No 1 (2016): December 2016
Publisher : IAIN Syekh Nurjati Cirebon

Abstract : Every human being in the world needs speaking to express their ideas, their feelings and to gain the information. Speaking therefore is very important. Many problems of speaking are faced by EFL Learners of IAIN Syekh Nurjati Cirebon. This research was primarily intended to capture the learners’ speaking fluency level in IAIN Syekh Nurjati Cirebon: the lesson plan reflect the teaching of speaking fluency, how lecturers perceive the concept of speaking fluency, and how the learners’ monitor their speaking fluency. The investigation itself was centered on the conception of the principle of teaching EFL Speaking. To investigate lecturers’ perception of the teaching EFL speaking, the researcher conducted an in-depth interview to speaking and conversation 1 until 5 lecturers. The researcher also analyzed speaking lesson plan as a representation towards lecturers’ orientation in teaching speaking process and also to investigate the level of speaking used by lecturers in teaching speaking and conversation. The researcher also used questionnaire and speaking test as tools to collect data. The analysis process is designed by interpreting the data through transcriptions and analysis. The percentage merely was used to analyze for obtaining descriptive statistics from data collected by in-depth interview and questionnaire. Data from speaking test and document were interpreted and reviewed to get understanding from data collected. The main conclusion of this research are each lecturer has different levels in the learning speaking process and speaking fluency levels determined by lecturer strategies in learning process. Key words: Teaching EFL Speaking, Fluency Levels, Lesson Plan, EFL Learners.

MEANING NEGOTIATION PRACTICE IN A READING CLASSSROOM: A CLASSROOM DISCOURSE ANALYSIS PERSPECTIVE Santiara Afifatun Nisa
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 1, No 1 (2016): December 2016
Publisher : IAIN Syekh Nurjati Cirebon

Abstract: Classroom Discourse Analysis is very central study in main target of learning process. Its perspective can be focused on discussing negotiating meaning through spoken interaction in reading classroom between teachers and students as learning agents. Meaning negotiation is a form of give and take, whose purpose is to get a solution that have not already existed in participant’s opinion, but eventually it is acceptable for all. This thesis is descriptive qualitative analysis which primary sources of data are conducted through observation in trailblazer 6 class at Cirebon Local language school. Turn-taking presented in constructing knowledge in apperception structured by knowledge oriented exchange that got 78% and action oriented exchange got 22%. The process of exchange here indicates students’ need to recognize topic of their lesson; it means teacher should produce exchange in verbal type to construct students’’ knowledge. The dynamic moves that interpret in meaning making system in the data presentation from experiential meaning realize by material process of knowledge oriented exchange that got 82%. It means most of utterance realized by teacher is to describe content of their lesson to the students. Then, from interpersonal meaning most of their interactional process realized by 44% types of dynamic move rephrase that indicates asking of some information whether it came from the teacher or the students. The last action oriented exchange realized by 18%. It means most of utterances’ indicate subject as act of superstition experiences. Keywords: Classroom Discourse, Reading cycles, Meaning negotiation, turn allocation, turn taking, dynamic moves.

GENDER DIFFERENCES IN READING COMPREHENSION ACHIEVEMENT (A CASE STUDY AT IAIN SYEKH NURJATI CIREBON) Jefy Fauzan
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 1, No 1 (2016): December 2016
Publisher : IAIN Syekh Nurjati Cirebon

Abstract Language and gender have become a comprehensive issue in language learning. One aspect that is highlighted in language and gender is reading skill. The term of gender plays different perfomance and achievement in reading comprehension. There are some influences of gender differences toward reading comprehension achievement. This study aims to investigate such gender differences in achieving comprehension of factual text. This thesis is qualitative study case analysis.The primary sources of data are conducted through reading comprehension test and interview in order to investigate gender differences among EFL learners of IAIN Syekh Nurjati Cirebon in reading comprehension achievement. The result shows that gender differences influence in reading comprehension achievement. Different trait from family and society will influence students reading achievement. It is found that 25% of boys’ participants get high score in reading comprehension test and 33% girls participants get high score in reading comprehension test and those differences are caused by different trait of their family and society toward reading. The study also comes to gender differences in achieving factual text. Boys tend to use such discussion in post reading strategy while girls tend to use writing activities in post reading strategy. Girls are strong in the skills of determining meaning of unfamiliar words while boys strong in the skills of find particular informations from the text.

THE EFFECTIVENESS OF DICTOGLOSS METHOD ON LISTENING SKILL OF NARRATIVE TEXT AT TENTH GRADE STUDENTS OF MA AL IMAN ADIWERNA TEGAL Tuty Alawiyah; Farouk Imam Arrasyid
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 1, No 1 (2016): December 2016
Publisher : IAIN Syekh Nurjati Cirebon

Abstract:Many problems based on condition of learning listening at tenth grade students of MA Al-Iman Adiwerna Tegal, students difficult to understand the topic or, content of spoken. This research method is quantitative, that used quasi experiment design. The population was at the tenth grade students of MA Al-Iman Adiwerna Tegal with a total number of 90 students and 61 students were taken as sample. The data were collected by using multiple choice listening test (pre and post-test). The finding show the t-test result it can be seen that tcount is 2.289 and ttable = 1.671. So, the researcher made the conclusions of the hypothesis that tcount is higher than ttable namely 2.571>1.684 an from formula of t-test shown that to > tt namely 0,026 < 0,05, In other word, the Alternative Hypothesis (Ha) is accepted and the Null Hypothesis (Ho) is rejected. It means that there is positive and significant effect of using dictogloss method on listening skill of narrative text. It means that there is positive and significant effect of using dictogloss method on listening skill of narrative text at Tenth Grade Students of Ma Al Iman Adiwerna Tegal. Keyword: Dictogloss method, Listening Skill, Narrative Text.

EXPLORING WRITING PRACTICES IN EFL CLASSROOM: A CASE STUDY AT ENGLISH DEPARTMENT IAIN SYEKH NURJATI CIREBON Astri Rahayu; Farouk Imam Arrasyid
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 1, No 1 (2016): December 2016
Publisher : IAIN Syekh Nurjati Cirebon

Abstract: This article investigated the type of literacy writing practices in teaching writing for communication in EFL classroom especially in making descriptive text and the teacher’s ways used in the writing process. This article reports on a descriptive qualitative exploration. This article aimed to find out the types of literacy writing practices are found in EFL class room and to identify how the teacher use the available materials in writing practices EFL classroom. This article uses three techniques in collecting data: observation, Interview and study of document. This study shows that the lecturer of EFL learner’s uses variety approaches, methods, strategies and techniques when the researcher recorded teaching and learning writing process using field notes observation. There are use five processes: pre writing stage, writing stage, revising, editing and publishing. Several variety approaches (e.g. student center, genre based and process oriented). Then, method is mind mapping. Besides that, there are strategies (e.g. Brainstorming, guided writing, and collaborative strategy. There are techniques used include scaffolding, listing, free writing and clustering. It can help enhancing the students’ proficiency in literacy practices. Beside that the comprehension in order to create teaching and learning becomes effective and efficient in EFL classroom. Key words: Literacy, Writing Practices, EFL, Classroom.

AUTHENTIC MATERIALS: TEACHERS’ PERCEPTIONS AND WHY THEY MATTER zakky yavani
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 goal of learning English language in a class is to demonstrate the use of the language in real life application. Hence, the teaching and learning process must reflect, in such away, fits the reality. This calls for the use of real materials or authentic materials (AM) in the teaching and learning process. Though the positive result has been yielded by many researchers, the implementation of AM in teaching and learning English is not implemented fully in EFL setting. This research is conducted to investigate how teachers’ perception toward the use of authentic material in teaching and learning process. In depth - interview toward eight EFL school teachers, observation and documentation toward 4 English teachers are done to get the necessary data. In addition, focused group discussion (FGD) is done to triangulate the data. The finding showed that teachers perceived the important use of AM. Yet, they mostly fail to define what is AM and how it is implemented in the classroom. Their perception and action somehow do not match revealing a conclusion that they don’t’ fully understand what is AM; moreover the misconception of why it should be implemented matter the most. Keywords: Authentic Materials (AM), EFL School teachers, teachers’ perception

TRANSLATION OF CHILDREN’S STORYBOOK FROM THE SKOPOS THEORY PERSPECTIVE Siti Luruh Ayu Noerjanah
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. This study investigated the strategies applied by the translator in translating a series of bilingual children storybook (Indonesia-English) entitled: Kancil Jadi Raja (Mouse Deer Becomes King) published by Dinar Media, Jakarta and the appropriateness of the translation result with Skopos theory. This study employed a descriptive qualitative study design. Total sampling was applied to collect the data. The data were collected from the texts of the bilingual children’s storybook or document analysis. The researcher analysed the documents using the microstructural analysis introduced by Leuven Zwart (1989-1990), an expert in translation studies which developed a comparative model of texts analysis, where the source texts and target texts was compared to identify the translation strategies, The texts consist of 59 sentences. The data shows that: 1.) There were eleven (11) types of translation strategies applied by the translator which was in line with skopos theory or more likely to emphasized on the Target Text (TT), among others: Transference strategy applied six (6) times , Cultural Equivalent strategy applied sthirty two (32) times, Transposition strategy applied nine (9) times, Modulation strategy applied seven (7) times, Reduction strategy applied eight (8) times, Expansion strategy applied six (6) times, Couplets strategy applied twelve (12) times, Triplets strategy applied eight (8) times, Quadruplets strategy applied four (4) times, Notes strategy applied two (2) times and Synonymy strategy applied two (2) times. This study concludes that the translation result was appropriate with skopos theory. Keywords: Translation, Skopos, translation strategies, Bilingual children’s storybook.

IMPROVING STUDENTS’ MOTIVATION IN WRITING DESCRIPTIVE TEXTS BY USING MIND MAPPING Agus Rafii
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 2, No 2 (2017): DECEMBER 2017
Publisher : IAIN Syekh Nurjati Cirebon

This research was Classroom Action Research, it means that in this research as the classroom lecturers and asked one collaborator worked together in planning the action, implementing, observing, and reflecting the action. The results of the study concluded that, the implementation of the Mind Mapping Technique in the teaching of writing descriptive text could develop the ability and improve the motivation of the Third Semester Students of English Department in writing descriptive texts. Based on the finding of this study, the result of the students’ writing from the pre – cycle to cycle 1 increased 2.96%, from cycle 1 to cycle 2 increased 3.95%, and from cycle 2 to cycle 3 increased 5.26%. It means that from initial condition to the third cycle had shown significant results. The result of the students’ motivation from the pre – cycle pre – cycle to cycle 1 increased 9.42%. From cycle 1 to cycle 2 increased 5.68%, and from cycle 2 to cycle 3 increased 10.58%. It means that the implementation of the Mind Mapping Technique could improve the students’ motivation. Keywords: Motivation, Writing, Descriptive Text, Mind Mapping Technique

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