ELT Echo The Journal of English Language Teaching in Foreign Language Context最新文献

{"title":"Ms. PHOTO SOTRY 3, INTEGRATING TECHNOLOGY IN WRITING CLASS FOR EFL STUDENTS","authors":"K. Kamsina","doi":"10.24235/ELTECHO.V5I1.5314.G3122","DOIUrl":"https://doi.org/10.24235/ELTECHO.V5I1.5314.G3122","url":null,"abstract":"Abstrack The 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.","PeriodicalId":32853,"journal":{"name":"ELT Echo The Journal of English Language Teaching in Foreign Language Context","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82622776","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"AUTHENTIC MATERIAL ORIENTED TASKS IN ENGLISH TEXTBOOKS","authors":"S. Sumadi, Taniya Taniya","doi":"10.24235/ELTECHO.V5I1.6724.G3128","DOIUrl":"https://doi.org/10.24235/ELTECHO.V5I1.6724.G3128","url":null,"abstract":"this research aims to explore authentic material oriented tasks  in the two selected textbooks for 10 th 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.","PeriodicalId":32853,"journal":{"name":"ELT Echo The Journal of English Language Teaching in Foreign Language Context","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83032667","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Comparison of 4Cs’ Praxis in Two Recommended English Textbooks For senior high school in Indonesia","authors":"Try Oktaviani Shalehah, T. Rohadi, Zakky Yavani","doi":"10.24235/ELTECHO.V5I1.6720","DOIUrl":"https://doi.org/10.24235/ELTECHO.V5I1.6720","url":null,"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.","PeriodicalId":32853,"journal":{"name":"ELT Echo The Journal of English Language Teaching in Foreign Language Context","volume":"17 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73298246","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"MOTIVATIONAL FACTORS INFLUENCING INDONESIAN STUDENTS IN UNDERTAKING A MASTER’S DEGREE","authors":"Sumit Choemue, C. Mbato","doi":"10.24235/ELTECHO.V5I1.6482.G3183","DOIUrl":"https://doi.org/10.24235/ELTECHO.V5I1.6482.G3183","url":null,"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.","PeriodicalId":32853,"journal":{"name":"ELT Echo The Journal of English Language Teaching in Foreign Language Context","volume":"10 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87587049","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"INVESTIGATING STUDENTS’ FAMILIARITY WITH CONVERSION, AN ENGLISH WORD FORMATION PROCESS","authors":"Krismalita Sekar Diasti, Barli Bram","doi":"10.24235/ELTECHO.V5I1.6320.G3131","DOIUrl":"https://doi.org/10.24235/ELTECHO.V5I1.6320.G3131","url":null,"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.","PeriodicalId":32853,"journal":{"name":"ELT Echo The Journal of English Language Teaching in Foreign Language Context","volume":"30 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81226473","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Retelling Local Legends: Implementing CIRC In Teaching Writing Narrative Text","authors":"Bella Maidiya Putri, S. Wijaya","doi":"10.24235/ELTECHO.V4I1.4210","DOIUrl":"https://doi.org/10.24235/ELTECHO.V4I1.4210","url":null,"abstract":"Abstract: Introducing local legends is crucial for students to preserve their existence. However,  many students in SMAN 1 Katibung South Lampung found it difficult to retell narrative text in writing, especially local legends, because they are lack of grammar and vocabulary and they found it difficult to develop and to express their ideas in making narrative text writing. Therefore, the research applied Cooperative Integrated Reading and Composition (CIRC) technique as an effective technique to students which allowed them to work cooperatively with their friends in a group. The research methodology was quasi experimental design, pretest-posttest design. The population of this research was the eleventh grade of SMAN 1 Katibung South Lampung. Two classes consisting of 30 students for experimental class and 28 students for control class were taken as the sample. In collecting the data of pretest and posttest, writing test was used. The data were analyzed by using SPSS to calculate Independent Simple t-test. From the data analysis, it was found that the result of t-test was Sig. (p value ) = 0.000 < α = 0.05. Therefore, Ha is accepted which meant that there was influence of using CIRC technique towards students’ writing ability. Keywords : Cooperative Integrated Reading and Composition (CIRC), students’ writing ability, local legends, quasi experimental research","PeriodicalId":32853,"journal":{"name":"ELT Echo The Journal of English Language Teaching in Foreign Language Context","volume":"24 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72777571","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"REVEALING PROCESS-BASED AND WRITERS’ CHOICE OF ACADEMIC ESSAY WRITING IN UNDERGRADUATE EFL LEARNERS","authors":"Rahmawati Auliyah, Farouk imam Arrasyid","doi":"10.24235/ELTECHO.V4I1.4478","DOIUrl":"https://doi.org/10.24235/ELTECHO.V4I1.4478","url":null,"abstract":"This research are to describe the process-based academic writing plays the role in essay creationin the argumentative essay from EFL learners; to describe the writer’s choice contributing in academic essay writing of EFL in undergraduate by using rhetorical patterns; and to describe the weaknesses and strengths of process-based and writer’s choice role; This research uses the descriptive qualitative. The data sources of this research are argumentative essays from ELTD, sixth semester in undergraduate IAIN SNJ Cirebon. The text was taken from the students who followed GBL lesson in previous semester. The instrument is the researchers theirself. The techniques of collecting data that is used by the researchers are questionnaire, interview transcript, audio recording and document. The result of this research is different with the previous research. In this research, the researcherss shows essay’s writing process in detail, contribution of rhetorical patterns in essay’s creation and how strength and weakness the process also the pattern in essay. To the role of process-based stages here are more than half of efforts in making essay, means certain stages are very useful to the students as the author here. The examples are pre writing, editing and revising, and responding. Then, the patterns help the students as the author to arrange their essay. Both are giving big contribution to communicate the text to the readers. This is such as using marker (Mk 1, Mk 2 and Mk 3) as the signal or bridge among the sentence or the paragraph. However, both of them still have their own to be applied to the EFL learners","PeriodicalId":32853,"journal":{"name":"ELT Echo The Journal of English Language Teaching in Foreign Language Context","volume":"15 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81854473","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"THE PERCEIVED CHARACTERISTICS AND ADVANTAGES OF INFORMATION GAP ACTIVITIES IN LEARNING SPEAKING AT ENGLISHOPEDIA","authors":"A. Amalia","doi":"10.24235/ELTECHO.V4I1.4007","DOIUrl":"https://doi.org/10.24235/ELTECHO.V4I1.4007","url":null,"abstract":"In EFL context the necessity of English, chiefly speaking skill is demanded when it comes as requirement for continuing higher education and facing cross-cultural communication. Information gap activity is considered to imply for developing students’ intelligence and ability to communicate and interact in real-situation. This research aims at explaining the implementation of information gap activities at Englishopedia and how students perceive the activities. The researcher used qualitative observational study, which the data were collected from observations, interview and documents. This research conducted in Englishopedia with 33 students during observation and 3 participants during interview were involved in this research. The research findings revealed that information gap activities facilitating the students in practicing speaking. The most prominent information gap activities were conversation through pair-work. Furthermore, the students were enthusiast in terms of pair-work activities, because it gave them new ideas, triggered to speak to other participants and enrollment of native speaker, thus establish students’ motivation to learn and using English.","PeriodicalId":32853,"journal":{"name":"ELT Echo The Journal of English Language Teaching in Foreign Language Context","volume":"18 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83666117","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"AN ANALYSIS OF CULTURAL CONTENT IN THE TEXTBOOK “PATHWAY TO ENGLISH” FOR SECOND GRADE IN SENIOR HIGH SCHOOL","authors":"Ine Nurjanah, Amroh Umaemah","doi":"10.24235/ELTECHO.V4I1.4536","DOIUrl":"https://doi.org/10.24235/ELTECHO.V4I1.4536","url":null,"abstract":"Abstract: Some teachers English only focus on  students’ four skills and do not introduce about  the culture, especially in learning English. Then, the student don’t know about the culture.  Cultural content is not taught directly. It can introduce through the textbook. So this way the important thing to the teacher should choose the appropriate textbook for teaching and learning language without leaving the culture that represented in the textbook. This research investigates the representation of culture-related contents in English textbooks entitled “Pathway to English” that published by Erlangga for second grade in senior high school in Indonesia. A content analysis of these textbooks was conducted, using two aspects of culture, ‘cultural categories’ and the ‘cultural dimensions’ as the evaluation framework. In this research analayzed 14 chapters, 53 reading passages that was analyzed. Based on the result of the data that was analyszed. The are two aspect that present in this research. The first aspect is the cultural categories of Cortazzi and Jin (1999), and that has most huge amount of the porpostion is target culture. The country that use English as official language. Next, the other cultural categories that has small part  is local culture and the last which has the the smallest part is international culture. The second aspect is five dimentions of Moran’s theory (2001). The most that has huge amount of porpotion in five dimentions is product the second part is person and community. Practice and perspective are the small part that represent in the textbook.","PeriodicalId":32853,"journal":{"name":"ELT Echo The Journal of English Language Teaching in Foreign Language Context","volume":"2018 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73845657","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The New Facilitators’ Strategies in Managing Online Discussion of the Second IMOOC","authors":"Hidayah Nor","doi":"10.24235/ELTECHO.V4I1.4425","DOIUrl":"https://doi.org/10.24235/ELTECHO.V4I1.4425","url":null,"abstract":"The second Indonesian Massive Open Online Course are the collaboration between Regional English Language Office (RELO) and the Embassy of United States of America in Jakarta introducing the use of technology for autonomous learning as the new insight for the participants that focuses on recruiting pre-service English teachers, English Teachers (Elementary school, junior high school, or senior high school teachers), English lecturers in the university around Indonesia. The purpose of this research was to describe qualitatively the second MOOC new facilitators’ strategies in managing online discussion and whether they were affected by their own facilitators’ strategies when they joined as the participants of the first Indonesian MOOC. There were eight new facilitators who came from different regions in Indonesia such as Rembang, Salatiga, Surabaya, Solo, Semarang, Malang, and Banjarmasin. The data were collected through a Questionnaire. The results of this research shown that there are various strategies that have been applied by the new facilitators including design questions that particularly get on-topic discussion carefully, help online learners in providing a guideline for the preparation on-topic responses, present rules for those who choose off-topic comments explicitly, state the expectation for online discussions participants to stay on a topic, set alternative locations for off-topic discussions, screen all postings and put off-topic posts to alternative locations with an explanation to participants, incorporate a reminder that responses stay on a topic with all posted questions, reword the original question when responses are going in the wrong direction, provide discussion summary regularly, give warning privately and corrective suggestions to learners who submit off-topic comments, give a reward for those who keep on a topic, and offer a grade for those who keep on a topic. This is really helped the second Indonesian MOOC participants to make the discussions contains more cognitive presences and they can accomplish the course and gain a new knowledge from this online course. Keywords: IMOOC, Facilitators’ strategies, Indonesian Massive Open Online Course, Online discussion","PeriodicalId":32853,"journal":{"name":"ELT Echo The Journal of English Language Teaching in Foreign Language Context","volume":"26 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84644340","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}