ELT Echo : The Journal of English Language Teaching in Foreign Language Context
ELT Echo: The Journal of English Language Teaching in Foreign Language Context (ISSN: 25798170 e-ISSN: 25495089) is a peer reviewed and open access journal in language education. The journal published twice a year i.e., on June and December by English Language Teaching Department, UIN Siber Syekh Nurjati Cirebon. The journal accepts original research, conceptual, and best practices articles related to English language education. The topics range from literacy, second language acquisition, bilingualism, multilingualism, technological enhanced language learning (TELL), language teaching skills, curriculum and material development, language assessment, to corpus linguistics related to English language eduction. The journal has been indexed by, Science and Technology Index (SINTA), Crossref, GARUDA, Moraref, Researchbib, Google Scholar, Directory of Open Acces Journals (DOAJ), and BASE.
AI AS TEACHING PARTNER: EXAMINING EFL EDUCATORS' PRACTICES IN ONLINE READING COMPREHENSION
This study examines how EFL teachers incorporate Artificial Intelligence (AI) into teaching reading comprehension in online environments, with a focus on its role in lesson planning, delivery, and evaluation. The research aims to understand the diverse ways educators adopt AI tools in their practices. Using a qualitative approach, involving interviews and classroom observations, the study captures teachers' experiences with AI integration. Findings reveal that AI enhances the personalization of reading materials, enables real-time feedback during lessons, and streamlines the grading process. However, the study also highlights differing attitudes toward AI, as some teachers prefer traditional methods, citing concerns about losing pedagogical control and the limitations of AI technology. The study concludes that, while AI holds significant potential for improving instructional practices, there is a clear need for professional development programs to help teachers effectively balance AI use with traditional pedagogical methods. Future research should investigate the long-term effects of AI on student learning outcomes, examine AI's influence on teacher-student interactions, and evaluate the role of professional development in supporting AI adoption in education.
Copyright (c) 2025 ELT Echo : The Journal of English Language Teaching in Foreign Language Context https://creativecommons.org/licenses/by/4.0
IDENTIFYING LEARNING STRATEGIES EMPLOYED BY SUCCESSFUL AND LESS SUCCESSFUL STUDENTS IN READING
This study aims at identifying successful and less successful students’ learning strategies in reading, and the way they overcome the difficulties in reading. The study uses mixed method in collecting the data. The instruments used are field notes, Oxford’s SILL (Strategy Inventory of Language Learning) questionnaire, interview guide, and document analysis. The study has 2 findings; first, there is no significant difference for both successful and less successful students’ learning strategies with the data of metacognitive, then followed by cognitive, memory, compensation, affective, and social. Second, the students use various platforms, motivation, and way in reading. In addition, this study provides information about successful and less successful students’ learning strategies in reading, so the teacher can assist less successful students in the way the students prefer.
RHIZOMATIC EXPLORATIONS OF PRE-SERVICE EFL TEACHERS IN THE TEACHING PRACTICUM
Pre-service teacher professional development is dynamic rather than linear. During their participation in a real-life teaching practicum, pre-service teachers dealt with a variety of elements that formed an assemblage, including unexpected condition such as curriculum revision. Accordingly, the purpose of this phenomenological research is to investigate pre-service teachers' professional growth experiences during the teaching practicum as they adjust to the changed curriculum. The study included seventeen EFL pre-service teachers who completed a two-month teaching practicum in fourteen different schools. The teaching practicum took place in the same semester when Kurikulum Merdeka (Emancipated Curriculum) was adopted in schools. Interviews, observations, and field notes were used to obtain the data in the settings. The data were examined using thematic and situational analysis in accordance with Lian's rhizomatic system, which consists of an intellectual framework, operational space, and support structure. The findings show that the teaching practicum acted as a macrosimulation, allowing pre-service teachers to experience non-hierarchical operational history change, resulting in personal learning outcomes. Throughout the program, they were helped by technology and social networks. The teaching practicum enabled them to hone their teacher-related skills and shape their professional identity. These findings indicate the necessity for a teacher professional development program that focuses on increasing their sense of self-direction and agency.
INTEGRATING FUN AND LEARNIG: THE SUCCESS OF ENGLISH CAMP IN BOOSTING STUDENTS' LANGUAGE CONFIDENCE
Proficient English communication is a crucial competency in today's worldwide environment, especially for students seeking to achieve academic and professional success. Traditional English language training techniques in Indonesia frequently prioritize grammar and rote memorization, resulting in insufficient opportunities for authentic language practice and thus diminishing students' confidence and practical application. Immersive programs such as English Camps provide a novel approach, combining organized education with engaging activities. Nonetheless, empirical evidence about their efficacy, especially in resource-constrained environments such as Palopo, is sparse. The English Camp program at SMPIT Insan Madani Palopo markedly enhanced students' confidence in utilizing English via dynamic and engaging activities. Utilizing qualitative data from 150 participants, comprising interviews with students, educators, and tutors, we examined how the integration of enjoyment and learning cultivated a supportive, low-anxiety atmosphere. Significant findings demonstrate an observable rise in students' readiness to engage in communication, less language anxiety, and improved motivation. Logistical constraints and differing competency levels were mitigated by adaptive tactics, including outdoor learning and individualized training. These data highlight the efficacy of English Camps as valuable adjuncts in English language teaching. Such programs can improve both linguistic and psychological outcomes by fostering an immersive, student-centered atmosphere. This study offers significant insights for educators and policymakers, presenting a reproducible approach for enhancing linguistic confidence. Future research ought to investigate the scalability and sustainability of analogous projects to guarantee wider implementation and enduring effects on English language acquisition.
CHATGPT IN HIGHER EDUCATION: A REVOLUTION IN WRITING OR A RISK TO ORIGINALITY?
The integration of artificial intelligence (AI), particularly ChatGPT, into higher education has sparked critical discussions about its role in supporting students’ academic writing, especially in enhancing logical reasoning—a fundamental component of scholarly discourse. This study aims to investigate the effectiveness of ChatGPT in fostering students’ ability to construct coherent and well-reasoned arguments in academic contexts. Using a mixed-methods approach, the research involved 25 undergraduate students from an English Education Program with prior experience using AI writing tools. Data were collected through surveys, semi-structured interviews, and comparative analysis of student writing with and without ChatGPT assistance. Quantitative analysis revealed a high adoption rate of ChatGPT for tasks such as argument structuring, idea generation, and proofreading. Qualitative findings highlighted that student perceived significant improvements in clarity, coherence, and logical flow when using AI tools. Thematic analysis identified key benefits, including real-time feedback, diversified perspectives, and enhanced writing fluency. However, students also expressed concerns about over-reliance, superficial reasoning, and diminished originality. Comparative analysis showed that AI-assisted essays demonstrated greater structural coherence but required manual refinement for complex reasoning. While ChatGPT provided consistent and immediate feedback, human instructors were valued for their depth, contextual insight, and critical engagement. Limitations included the AI’s lack of deep comprehension, occasional inaccuracies, and generic responses, especially regarding nuanced topics. Students adopted strategies such as cross-checking AI outputs, integrating peer reviews, and limiting AI use to early writing stages to maintain academic integrity. In conclusion, while ChatGPT serves as a valuable supplementary tool for enhancing logical reasoning in academic writing, its effectiveness depends on critical engagement and balanced integration with traditional pedagogical approaches. The findings underscore the need for informed policies and ethical frameworks to guide responsible AI use in higher education.
SOURCES OF SELF-EFFICACY INFLUENCING ENGLISH SPEAKING SKILLS OF EFL LEARNERS
Self-efficacy is a crucial factor in English language learning because it can support students’ performance. This study aims to investigate the sources of self-efficacy influencing the speaking skills of EFL students. This research was carried out at a university in Aceh province, Indonesia. This study used a qualitative approach and involved four EFL teaching program students who completed a public speaking class as participants. The data were collected through semi-structured interviews, which were analyzed qualitatively through three concurrent flows of activity, including data condensation/reduction, data display, and conclusion drawing/verification. Bandura's (1997) theory was used to categorize the sources of the students' self-efficacy. The results show that four sources of self-efficacy had a role in shaping the EFL students' performance in speaking, including their mastery experiences, such as working as reporters and presenting in front of their peers; their vicarious experiences from local and online contexts; their psychological states; and verbal persuasions that they got from parents, friends, and lecturers.
THE RELATIONSHIP BETWEEN SELF-EFFICACY AND MOTIVATION IN EFL WRITING: EVIDENCE FROM AN INDONESIAN ISLAMIC UNIVERSITY
English language proficiency, particularly writing skills, is increasingly crucial for academic and professional success. However, EFL (English as a Foreign Language) learners, especially in non-English speaking countries like Indonesia, face significant challenges. This study investigated the relationship between writing self-efficacy and writing motivation among EFL learners within the unique context of an Indonesian Islamic university, a setting where the influence of Islamic values and local culture on these constructs remains under-explored. The aim was to determine the strength and direction of the relationship between self-efficacy and motivation in EFL writing among this specific population. A quantitative, correlational design was employed, using questionnaires based on Bandura’s (1997) social cognitive theory and Ryan and Deci’s (2000) self-determination theory. Participants were 48 fourth-semester English Education students at UIN Raden Intan Lampung, selected through simple random sampling. Data were collected via Google Forms and analyzed using R Studio, including descriptive statistics, reliability analysis (Cronbach’s alpha), and Pearson’s correlation. The results revealed moderately high levels of both writing self-efficacy (M = 2.90, SD = 0.25) and writing motivation (M = 2.90, SD = 0.22). A statistically significant positive correlation was found between writing self-efficacy and writing motivation, r(46) = 0.49, p < .001, indicating a medium effect size. This finding suggests that students with higher confidence in their writing abilities also tended to be more motivated to engage in English writing tasks. The study contributes to understanding the dynamics of EFL writing in a specific cultural and religious context, highlighting the importance of fostering both self-efficacy and motivation in EFL instruction within Indonesian Islamic higher education, and has implications for curriculum developers.
GAMIFYING VOCABULARY LEARNING: THE EFFECTS ON STUDENTS’ ACQUISITION
Vocabulary acquisition is a critical aspect of language learning, yet traditional teaching methods often fail to engage students. Game-based learning (GBL), particularly using platforms like Kahoot, has emerged as a promising approach to address these challenges by fostering an engaging and interactive learning environment. This study aims to investigate the effectiveness of GBL, specifically using Kahoot games, in improving vocabulary acquisition and enhancing student engagement among 7th-grade students. A mixed-method approach was employed, combining quantitative analysis of pre-test and post-test scores with qualitative insights gathered from student interviews and classroom observations. With a mean difference of -26.000, t = -17.085, and p = 0.000, the paired sample t-test findings indicate a significant increase in post-test scores compared to pre-test scores and 0.9150 is the mean N-Gain score. The study suggests that integrating educational games like Kahoot into the classroom can effectively enhance vocabulary acquisition and create an engaging learning environment. so that the implementation of Game-Based Learning based on Kahoot games can be applied according to current conditions and can be more optimal in the future.
THE USE OF PLOTAGON AS A CREATIVE DIGITAL MEDIA ING ENGLISH LANGUAGE TEACHING
This paper presents some alternative activities using Plotagon as media to teach English skills in English language teaching (ELT) contexts. Plotagon is a video creator application allowing users to make interactive and attractive video materials in the form of storytelling animation.This paper particularly offers how to use Plotagon to make teaching and activities are more interactive in and beyond the classroom. Furthermore, Plotagon is potential to enhance not only teachers but also students’ creativity. The substitution augmentation modification redefinition (SAMR) model is also applied to describe how Plotagon is used in different levels of teaching and learning activities. Thus, this paper is expected to contribute practically to the teachers’ development and innovation especially in English language teaching contexts.
UTILIZING REAP STRATEGY (READ-ENCODE-ANNOTATE-PONDER) TO ENHANCE LEARNERS' READING COMPREHENSION ACROSS VARIED READING HABITS
This study investigates the impact of the REAP (Read, Encode, Annotate, Ponder) strategy on students’ reading comprehension across different reading habits. The research was conducted with 10 second-semester students from the English Language Education program at FKIP UNISKI Kayuagung. This study applied a quantitative method with a pre-experimental design. A reading habits questionnaire and a reading comprehension test were employed to collect the data. The data were analyzed using descriptive statistics and t-tests. Results indicated significant improvements in reading comprehension following the implementation of the REAP strategy, with high and low reading habits groups showing substantial gains. The REAP guided students to listen and read in the reading phase, and then encoding helped them to rephrase their ideas. After that, they could highlight the key points in annotation. Finally, they did group discussions. This process boosts comprehension for all students, regardless of reading habits. Additionally, student perceptions of the REAP strategy varied, with those possessing strong reading habits responding more positively. These findings suggest that the REAP strategy is an effective tool for enhancing reading comprehension across reading habits, fostering skill refinement in proficient readers and marked improvement in less proficient ones.
Copyright (c) 2024 ELT Echo : The Journal of English Language Teaching in Foreign Language Context https://creativecommons.org/licenses/by/4.0
Translating Idiomatic Expressions: An Attempt to Raise the Students' Pragmatic Awareness
This research aimed to analyze the use of idiomatic expression as a translation activity to increase the students’ pragmatic awareness. Idiomatic expressions were used as the exercise materials since the expressions contain cultural content that needs to be translated appropriately based on context, therefore, the learners have an opportunity to explore the use of the idiomatic expression in its natural situation. This research applied the descriptive qualitative method to analyze the data and describe the finding. The data used were the translation result of 70 English Department Students who took English-Indonesian Translation Course at Universitas Negeri Semarang. They were given two translation exercises containing sentences with idiomatic expressions taken from Crazy Rich Asians Novel. The students had to translate the sentences from English to Indonesian. Then, the results of the students’ exercises were compared to comprehend the learners’ pragmatic awareness. The result proved that there was an improvement after they were given the activities as well as explicit explanations about the meaning and the appropriate use of idiomatic expressions, it showed that their awareness of the idiomatic expressions had increased and as a result, they have a better understanding of the use of the idiomatic expressions in everyday life.
An Analysis of Deixis in Song ‘Popular’ & ‘Yes, And’ for Teaching and Learning Practice for ELT Student
The objective of this study is to examine the utilization of deixis in song lyrics. Employing a qualitative descriptive approach, the research focuses on the lyrics of two songs, “Popular” and “Yes, and,” performed by Ariana Grande. The analysis of these songs revealed the presence of various deixis types, with distinct frequencies observed in each song. Specifically, the identified deixis categories include personal deixis, temporal deixis, spatial deixis, discourse deixis, and social deixis. The findings for “Popular” show 55 of personal deixis, 2 instances of spatial deixis, 7 of temporal deixis, 2 of discourse deixis, and 1 social deixis. In contrast, the analysis of “Yes, And” revealed 63 instances of personal deixis, 17 instances of spatial deixis, 1 temporal deixis, 2 of discourse deixis, and 3 of social deixis. Based on these results, it can be concluded that personal deixis is the most frequently used type in both songs. The result of this research shown how deixis analysis in song lyrics contribute in teaching and learning for ELT students.
The Impact of Personality on Second Language Acquisition: Insights from A Visually-Impaired Student
The success of second language acquisition (SLA) is influenced by both external and internal factors, with internal factors comprising individual differences (IDs) among learners. Among these IDs, personality has increasingly been recognized as a significant determinant in SLA success. This study investigates the impact of personality on SLA of a visually-impaired student learning English. Employing a case study method, the research focuses on a fifth-grade student with congenital visual impairment. Data were collected through observation, documentation, and interviews to provide an in-depth analysis of the participant’s personality in relation to SLA outcomes. The findings reveal that three personality traits—openness to experience, neuroticism-emotional stability, and extraversion-introversion—exert direct influences on the learner’s SLA. Additionally, two traits, conscientiousness and agreeableness, have indirect impacts. This study aims to offer a comprehensive understanding of the interplay between personality traits and SLA among visually impaired learners, providing valuable insights for English language teachers to address learners' IDs effectively. Furthermore, it contributes to the limited body of research on SLA and personality traits within the context of visually impaired learners, serving as a reference for future investigations in this area.
Higher Education EFL Teachers’ Code-switching Practices: Patterns and Functions in Focus
This study was conducted to investigate higher education EFL teachers’ code-switching patterns and functions. To achieve this objective, data was gathered through classroom observation audio record and semi-structured interview. A total of 24 lessons of 2400 minutes were recorded, and six teachers participated in the interview. The results obtained show that the teachers’ CS frequency increased as the students’ grade level that they were teaching increased. Besides, it was found that teachers of all grade levels employed inter-sentential CS more dominantly. Finally, the results obtained indicate that teachers of all class years were CS for curriculum access purposes more dominantly. Based on the findings, it is concluded that the different patterns of CS that the teachers were employing at the different grade levels have many functions in the EFL classes, and it helps the teaching and learning of English if it is handled properly. However, the teachers use of CS has to decrease as the students’ grade level goes up and the students’ EFL performance is improved. Teachers’ overuse of CS diminishes students’ exposure to the target language and their practice to English language in classes where English is a foreign language. Therefore, teachers’ CS patterns and functions should vary depending on their students’ grade level. In short, teachers should re-evaluate their CS practices and employ it depending up on their students’ CS desire and grade level.
EXPLORING INDONESIAN EFL WRITING ERRORS: INSIGHTS FROM THE STIFIN PERSPECTIVE
This study aims to investigate the writing errors made by EFL students based on their brain dominance machine: Sensing, Thinking, Intuiting, Feeling, and Instinct (STIFIn). A qualitative case study was adopted in finishing this study. The data collected in this study were processed by using two methods: statistical calculations for quantitative data about the errors the participants made in their text writing by using Gass & Selinker’s (2008) writing errors approach which was then categorized based on the respondents’ STIFIn brain dominance, and constructive analysis for qualitative data related to the results of comparing the errors. This study enrolled 41 students from a college of management studies, located in the city of Medan, Indonesia. The individuals with Sensing Extrovert made the most errors, with a ratio of 1:15 errors recorded in their texts, followed by Intuiting Introvert with 1:14,5 errors, Thinking Extrovert with 1:13,3 errors, and Thinking Introvert with 1:13 errors. Sensing Introvert made 1:12,5 errors, Instring 1:9,4, Intuiting Extrovert 1:9, Feeling Introvert 1:7,6, and Feeling Extrovert 1:7,5. Sensing Extrovert students committed the most errors, whereas Feelings (extrovert and introvert) produced the fewest. Numerous of the causes behind these results are discussed in detailed explanation within the STIFIn theory.
FROM RUNNERS TO READERS: HOW STUDENTS PERCIEVE THE USE OF RUNNING DICTATION IN READING COMPREHENSION
Most students struggle with reading comprehension, often not meeting the curriculum standards. For this reason, a strategic approach is needed to enhance students' comprehension in reading, which makes them more interested in continuing to learn, one of which is the application of running dictation techniques. Therefore, this research aims to determine students' perceptions of the running dictation technique implemented in the reading comprehension classroom. This research used a quantitative method with a survey approach. A purposive sampling technique was used to select 36 students of tenth graders from one public school in Malang Regency. The questionnaire covers five dimensions Students' motivation, student perception of reading comprehension, students' attitude toward the implementation of the running dictation technique, students' subjective Norms toward implementation of the running Dictation technique, and students' perceived behavioral control towards the implementation of running dictation. The result revealed that the mean scores ranged from 2.95 to 3.07, indicating a generally positive perception in all dimensions. The highest average score of 3.07 was for students’ attitude toward the technique, indicating they find the technique effective and beneficial. The lowest average score of 2.95 was for students’ perception of their reading comprehension. This lower perception suggests that students still struggle with understanding English texts. This should be a concern for teachers to further train students in comprehensive reading with critical thinking so that students can find the implied meaning in each reading.
TO SPEAK OR NOT TO SPEAK? THE WILLINGNESS TO SPEAK ENGLISH AMONG ENGLISH DEPARTMENT STUDENTS
Adapting to the habits of communicating in English poses a significant challenge for freshmen of English Education Department in Indonesian context. They are required to listen to their lecturers’ explanation in English as well as to use English during classroom discussion. This research aims to explore the factors influencing the willingness to speak English. This study used mixed methods with the explanatory design. The quantitative data were collected by means of survey. As many as 40 first-year students majoring in English education in an Islamic state university in Cirebon filled in the questionnaire. The qualitative data were collected by interviewing 8 students. The quantitative data were analyzed with descriptive statistics while the qualitative data was used to corroborate the analysis of the quantitative findings. The results showed that the factors influencing students' willingness to speak are task type, topic of discussion (topics of familiarity, topics of interest, and topic preparation), interlocutor, students' personal characteristics (fear of negative evaluation, fear of correctness of speech, personality (shyness), self-confidence, teacher's role, and seating location.
“I BELIEVE RELATIONSHIPS MATTER EVERYWHEREâ€ THE IMPACT OF RELATIONSHIPS WELL-BEING IN INTERCULTURAL THEMATIC-TELECOLLABORATION
Relationships among students and teachers are important in a learning environment since teachers and students are the main components of learning activities. Telecollaboration attempts to connect language learners to native speakers in the online environment to facilitate their intercultural learning. As online learning activities need to pay attention to the relationship between the teacher and learner, this study investigates the impact of the relationship well-being that occurs in the telecollaboration program on the pre-service teacher’s future career. An autobiographical narrative inquiry was used in this study for an in-depth discussion of the critical incidents that happened in this program aimed to give the pre-service teachers insight for developing their professional identity in their future careers for the betterment of EFL education. Data were collected through the pre-service teacher’s diaries and artifacts in the form of photos during the telecollaboration program. Various issues of critical incidents are discussed including positive relationships and negative relationships reflected in the pre-service teacher’s future career that turn into adaptive reflection. This study has future implications for pre or in-service EFL teachers and directions for future research to pay more attention to the well-being of all aspects of education.
Intercultural Thematic-telecollaboration
REVEALING THE CULTURE OF SYMBOLIC VIOLENCE IN LANGUAGE LEARNING PRACTICES: LEARNING FROM KI HADJAR DEWANTARA
This study investigates the phenomenon of symbolic violence within the framework of language learning. Pierre Boudieu's notion of symbolic violence exposes the exercise of linguistic authority and ideology in educational activities. The ideas, doctrines, religious rulings, and educational principles formulated by Ki Hadjar Dewantara are fundamentally opposed to views that reject the use of symbolic violence. This research employs a qualitative approach, specifically focusing on a literature study. The research data is derived from an analysis of the current state of symbolic violence in language learning methods, as well as Ki Hadjar's perspectives on education. The data analysis process had three main stages: firstly, comprehending the text inside the book under examination; secondly, recognising the presence of symbolic violence within the culture; and finally, developing the notion of child-friendly language teaching. The research findings demonstrate that the ideas of Ki Hadjar Dewantara can be effectively applied to challenge the culture of power and violence in language learning. Specifically, the concepts of Trisaksi Jiwa, Tri Nga, and the pamomong pattern have the potential to transform the culture of language learning that perpetuates symbolic violence
STUDENTS’ PERCEPTIONS TOWARDS THE IMPLEMENTATION OF EFL MULTICULTURAL-BASED READING ACTIVITIES IN A HIGHER EDUCATION SETTING
This research study explores first-year university students’ perspectives on integrating multicultural-based reading activities into their EFL reading courses during their second semester. The researcher used a qualitative methodology to collect detailed data, including semi-structured interviews as the primary data, as well as focus group discussions, field notes, and classroom artifacts, from 40 undergraduate students majoring in the English Language Education Department at a public university in Yogyakarta, Indonesia. The data gained were analyzed and interpreted qualitatively by using thematic analysis, particularly the interview and field notes taken during the implementation of the activity, to reveal several key findings. Two major different themes were finally concluded: cultural awareness, and critical thinking skills. It was found that students became more involved, understood better, and respected other cultures. Besides, they elaborated on their critical thinking skills by interpreting and evaluating the texts. The results of the study posit further research to investigate how the activities may affect students’ language skills in communicating with people from different cultures in the long term.
The Effect of Collaborative Strategic Reading (CSR) on Students' Reading Skills
Many studies have been conducted to show the effect of using Collaborative Strategic Reading (CSR) on students’ reading skills. However, CSR is rarely conducted in vocational high schools by using procedure text as the material. Therefore, this study aimed to determine the effect of CSR on students’ reading skills. This pre-experimental research involved 29 tenth-grade Hospitality students in the academic year 2023/2024 in one of the state vocational high schools in Malang. The pretest and posttest in the form of multiple-choice reading questions were administered to the students before and after the implementation of CSR. The findings revealed that the use of CSR was effective in improving students’ reading skills. Thus, it is recommended that English teachers apply CSR in teaching reading and give clear instructions on how to do it to the students. For future researchers, it is suggested that they conduct survey and interview to find out the students’ perspectives regarding the implementation of CSR to improve their reading skills.
THE ROLE OF TIKTOK APPLICATION TO LEARN ENGLISH VOCABULARY: A SURVEY ON STUDENT TEACHERS
English has four skills that must be mastered in the field of education. To master these four skills, it is necessary to comprehend English vocabulary. Due to the fact that student teachers as future teachers belong to Gen Z and primary and secondary students nowadays are classified as Gen Alpha, the TikTok application is currently quite popular with them. The widespread availability of social media with massive opportunities to provide major roles in current society. Therefore, this study aims to survey student teachers' perceptions of using the TikTok application to learn and teach English vocabulary. This study employed descriptive qualitative, which was analyzed by using descriptive statistics. The data was gathered through a questionnaire that was given to 90 student teachers at one of the universities in Indonesia. The researchers also distributed a semi-structured interview to several participants. According to the data, it was indicated that the majority of students have a favorable perspective toward the TikTok app and believe it can help them to learn English. In addition, they were expected to use it to teach vocabulary in the English class. Thus, it is suggested that student teachers as future teachers maximize the advantages of the TikTok application as a learning tool, which enables to improve of the planning of training programs.
THE USE OF ENGLISH LEARNING CONTENTS ON INSTAGRAM FOR IMPROVING ENGLISH SPEAKING SKILLS AMONG EFL STUDENTS' PERCEPTION
This study investigates the effectiveness of using Instagram as a digital platform for English language learning, focusing on its impact on students' speaking skills at UIN Walisongo. Based on the responses of 86 EFL students, the research explores Instagram usage patterns, motivations, and perceived benefits. The findings reveal a positive inclination towards English learning accounts, interactive learning, and connecting with English-speaking users. The study reveals regular engagement with speaking skills through Instagram content, highlighting its potential for language practice. While students generally view Instagram positively, challenges such as limited practice time and content relevance are acknowledged. Recommendations for improvement include more interactive tools and diverse content. The study provides valuable insights into the use of Instagram for language learning and offers practical recommendations for increasing the platform's effectiveness.
Exploring the Dimensions of Intercultural Communicative Competence (ICC) in English Learning: Insights from EFL Students
Intercultural communication competence is now required in such higher education institutions. The issue can be seen by having misconceptions, misunderstandings, and a need for knowledge to understand other cultural exchanges like English and Indonesia. It happened in IAIN Manado, where the researcher takes place as the case of the study and as the research location. Respondents in this study were 28 students of the Manado IAIN English Education Study Program. The data collection technique used in this study was purposive sampling and analyzed through descriptive qualitative analysis. It is analyzed by reducing data, selecting relevant data, organizing data into regular patterns, and drawing conclusions. The study results show that learning English that integrates intercultural communicative competence positively benefits students, with an average percentage of 73.95. An effective strategy for combining intercultural communication competencies is openness to experience and knowledge of other cultures. However, in combining intercultural communication competencies, students also face challenges. These challenges include adapting to foreign cultural communication styles, expressing opinions in the context of intercultural communication in English, understanding conversational etiquette in foreign cultures, and socializing with new cultural environments while learning English. Then, with the right approach and sufficient hands-on experience, students can overcome these challenges and develop solid intercultural communication skills.
Copyright (c) 2023 ELT Echo : The Journal of English Language Teaching in Foreign Language Context https://creativecommons.org/licenses/by/4.0
RURAL COLLEGE EFL LEARNERS’ BARRIERS IN WRITING A RESEARCH PAPER: A PHOTOVOICE PHENOMENOLOGICAL APPROACH
This current study aimed to investigate rural college EFL students’ experiences in dealing with English research paper writing and publication barriers. Five senior EFL students voluntarily participated in a photovoice phenomenological study. The data were collected through two methods, including semi-structured interviews and a photovoice. The students took some emotional photos to express their feeling on paper writing and publication barriers visually. The interviews encouraged them to describe their experiences and feelings through the photos. The data were analyzed by synchronizing each photo with its qualitative description. As for the results, it is noted that there were three main paper writing and publication barriers, including a lack of linguistic competence, being trapped with a journal template, and anxiety towards written corrective feedback. Each interview result was accomplished with emotional photos in several themes such as untidy pieces of paper, scenery, internet search, children’s toys, colourful pens, and empty box. The photos were also supported by qualitative remarks of each EFL student. In short, the photovoice helps to represent deep feelings on the research paper writing and publication barriers experienced by the EFL students.
Undergraduate Students’ Perception of Lecturers Written Corrective Feedback in the Process of Writing Undergraduate Thesis
This survey study aims to identify EFL undergraduate students' perception of the practice of written corrective feedback (WCF) for their undergraduate thesis drafts. 60 students enrolling in Thesis Proposal Defense coursework agreed to participate in this study. This study used a 31-item questionnaire adopted from Marrs' (2016) Perceptions of Writing Feedback Scale (PoWF) questionnaire which describes four aspects: views/expectations of feedback, experiences with feedback, usefulness/value of feedback, and affect/emotions associated with feedback. The result of the mean score of the items indicates that students' perception is generally positive. The participants perceived written feedback as important in their writing. They also perceived that even though they have a good score, feedback is still meaningful. They value writing feedback and perceive it useful to help them to be better with their writing. Finally, in terms of affect and emotions associated with writing feedback, the findings revealed that the participants felt happy and confident when they were given writing feedback in their undergraduate thesis proposal draft. For further research, the researchers recommend further investigation into the relationship between students' self-efficacy in writing and their perception of writing feedback.
WRITING ANXIETY IN EFL STUDENTS: PERSONALITY TRAITS PERSPECTIVE
This study is aimed to investigate the distinction level of writing anxiety between introvert and extrovert English-language (EFL) students. A qualitative case study methodology was utilized to explore a phenomenon within its authentic setting. A modified edition of the Second Language Writing Anxiety Scale (SLWAS) questionnaire was developed by Y.-S. Cheng (2004). The study's participants were categorized based on their personality traits as either introverts (n=29) or extroverted (n=29), categorized according to their personality types. The results showed that introverted individuals have a higher level of anxiety in writing context, with an average score of 3.38. In addition, the results showed the relationship between personality traits and writing anxiety among EFL students. In conclusion, this study found that personality traits like introversion and extraversion can affect writing anxiety and performance. It's important to recognize and address these variations to support individuals with different personality types in improving their writing skills and reducing writing-related anxiety.
LEXICAL OPPORTUNITIES IN ENGLISH THROUGH THE LENS OF ETYMOLOGY
A substantial linguistic base requires a good command of grammar and vocabulary. As Nation (2001) narrates, the knowledge of vocabulary encompasses form, meaning, and use. Aside from pronunciation and grammatical functions, etymology might also be associated with vocabulary knowledge (i.e., form and meaning) in that the spelling and pronunciation and, accordingly, meaning of words have evolved in time. In this regard, studying etymology might offer educational advantages for language learners and teachers. To this end, this study dealt with the utilization of etymology in vocabulary instruction. The background information and the conceptual framework of etymology were initially presented. The relationship of etymology with vocabulary and its significance were established next. Previous studies on the relevant topic were cited afterward. The potential benefits of etymology in language education, particularly vocabulary instruction, and their implications were discussed. The study concluded by verbalizing the limitations and offering recommendations for future research.
ESP MATERIALS EVALUATION: INFORMATICS STUDENTS’ PERSPECTIVES
This present study investigated the students’ perspectives on ESP materials for the Informatics students. Qualitative research using 15 questionnaires to collect the data from 50 students of Informatics in the third semester of Universitas Catur Insan Cendekia. The findings showed that there had a positive perspective from the students to evaluate the ESP materials that were implemented for one semester. The ESP materials evaluation involves four main points. Firstly, the ESP materials are helpful and interesting. Then, ESP materials make the students more confident to learn independently. ESP materials develop the students’ critical thinking skills. Lastly, the ESP materials are presented attractively. This present study suggests the ESP teachers/practitioners to develop ESP materials to be applied in the ESP classroom.
EFL Teachers’ TPACK and Their Espoused Use of ICT Based on SAMR Models
Information and Communication Technology (ICT) has been an inseparable part of human life. Its integration into education is very important. This study aims to describe the Technological Pedagogical Content Knowledge (TPACK) of English teachers in Banyumas Regency, their competence in using ICT based on the Substitution, Augmentation, Modification, and Redefinition (SAMR) model; and the influence of their TPACK to their ICT integration capabilities. This research applied a Mixed Method Research with explanatory sequential design. The respondents of the quantitative phase were 31 teachers while the informants of the qualitative phase were 4 teachers taken randomly. Quantitative data were collected through two questionnaires. Meanwhile, Qualitative data were collected through observations, interviews, and documentation. The quantitative data were analyzed using SPSS while the qualitative data were analyzed using the Miles & Huberman model including data reduction, data presentation, and conclusions. The results showed that the teachers’ TPACK was in "good" category with an average score of 2.89 (in the range of 2,5≤x<3,25). Their ICT integration ability was in the category of "sufficient" with an average value of 2.12 (1,75≤x<2,5). The teachers’ TPACK influences their ICT integration capabilities. The results shows that the value of the coefficient a is 13.067 and b is 0.609. Meanwhile, the regression equation is Y=13.067+0.609. In the qualitative phase, teachers demonstrate the ability to use ICT that meets the criteria of Substitution (S), Augmentation (A), and Modification (M). The highest level of ability, Redefinition (R) was not seen. Keywords: EFL teacher, Madrasah Aliyah, TPACK and AMR Model