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ELT Echo
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 8 Documents
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Search results for , issue "Vol 4, No 2 (2019): December" : 8 Documents clear
The Use of E- Learning trough Google Classroom to Improve Students’ Articulation Phonetic Ability Much Deiniatur
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.v4i2.5251

Abstract

This study aims to determine whether Google classroom can improve the students’ ability in articulation phonetics or pronunciation at the English Department of IAIN MetroThe type of this research is classroom action research. It was conducted in 2 cycles. Data collection techniques of this study were observation, tests, documentation, interviews, and field notes. The results of this research showed that there was improvement the students’ ability in Articulation Phonetics. It can be seen from the average score in pre test was 60,3, post test cycle 1 was 64, 5, and post test cycle 2 was 75,8.From the results, it can be concluded that the use of google classroom can improve the ability of articulation phonetics at English Department of IAIN Metro.
STUDENT-BASED ASSESSMENT VS. TEACHER ASSESSMENT: IS THERE ANY CONSISTENCY? Setiawan Adi Prasetyo; Aninda Nidhommil Hima
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.v4i2.4948

Abstract

In Second Language Writing class, the use of student-based assessment such as self and peer assessments has been increasingly promoted in addition to the teacher-assessment (Alias, Masek, & Salleh, 2015; Chang, Tseng, & Lou, 2012; Esfandiari & Myford, 2013) to help the students make a good writing product (Andrade, Du, & Mycek, 2010). Nevertheless, the inclusion of the student-based assessment result in determining the students’ final score still becomes a controversial matter since some studies prove that the student-based assessment and teacher assessment are not in agreement and tend to be questionable (Alias et al., 2015; Panadero, Romero, & Strijbos, 2013). Therefore, to bridge the gap, this study aims at investigating the level of consistency among self-assessment, peer assessment, and teacher assessment in a writing course. Through a correlational research design, the current study involved 21 students who took a paragraph writing course and experienced in self and peer assessing.  To collect the data, the students were asked to write an expository paragraph that was assessed through self, peer and teacher assessments.  After collecting the data, then the data analysis is done by using Spearman Rank Order Correlation to answer whether or not there is consistency among self-assessment, peer assessment, and instructor assessment. The results reveal that the students provided the same score in self, peer and teacher assessment. However, the correlations in both self and peer-assessment, as well as self and teacher assessment, are not considered statistically significant. The significant difference occurs in the correlation between peer and teacher assessment result only. From this finding, it can be recommended to the teacher to include the result of peer assessment in determining the students' final grade.
Teacher’s Knowledge about Sociolinguistics in EFL Pedagogy. A Study From Classroom Implementation of Curriculum 2013 Edi Ramawijaya Putra
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.v4i2.5265

Abstract

this research article discusses EFL teachers’ knowledge about sociolinguistics in EFL pedagogy that applied in the classical context of English subjects under Curriculum 2013 implementation. One targeted-sample of EFL classroom was observed to explore the focus. Using a qualitative approach, this study had found unique understandings from the participant that deals with their metacognition of sociolinguistics in EFL pedagogy. The knowledge was clustered into Bloom’s taxonomy of knowledge which was considered to be the essential cognition that must be understood by EFL teachers in Indonesia. These knowledge include factual, conceptual, and procedural dimensions. The results of this study provide several pedagogical implications such as revitalizing the orientation of sociolinguistic to attain learning objectives stated in the curriculum, making sense the objectives of English in Curriculum 2013, and re-orienting EFL teachers’ professional development as well as pre-service teachers’ education to engage more on the development of the practices in EFL classroom through the benefits of the knowledge of sociolinguistics in EFL pedagogy.
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.

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