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p-Index From 2021 - 2026
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All Journal FOSTER: Journal of English Language Teaching Journal of English Language and Education e-Journal of ELTS (English Language Teaching Society)
Maf’ulah Maf’ulah
Tadulako University
Education Languange, Linguistic, Communication & Media Other

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Investigating EFL Students’ Difficulties in Producing English Interdental Fricatives (/Θ/ and /Ð/): A Descriptive Quantitative Study Putri Nurmeiga Amaliarrafiun; Hastini; Maf’ulah Maf’ulah; Zarkiani
FOSTER: Journal of English Language Teaching Vol. 7 No. 2 (2026): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v7i2.412

Abstract

This study investigates the pronunciation difficulties experienced by third-semester EFL students at Tadulako University in producing the English interdental fricative sounds /θ/ and /ð/. The objectives of this study are to identify the most difficult fricative sounds and to determine the factors influencing these difficulties. This study employed a descriptive quantitative design involving 16 students of the English Education Study Program. The data were collected through a pronunciation test and a questionnaire. The pronunciation test required students to read 20 words containing /θ/ and /ð/, and the results were analyzed using descriptive statistics. The questionnaire data were analyzed using mean scores and percentage distribution. The findings reveal that /θ/ was the most problematic sound, frequently substituted with /t/, while /ð/ was less problematic and occasionally replaced with /d/. The results also show that 9 students achieved excellent scores, while others showed varying levels of difficulty. In terms of influencing factors, mother tongue influence and psychological factors were identified as the most dominant, each contributing 21.3% to pronunciation difficulties. These findings indicate that first language interference and learners’ anxiety play significant roles in students’ pronunciation performance.
DISCOVERY LEARNING IN TEACHING DESCRIPTIVE WRITING AT SMP NEGERI 1 PALU Muhammad Gazali; Mashuri Mashuri; Maf’ulah Maf’ulah; Mochtar Marhum
e-Journal of ELTS (English Language Teaching Society) Vol. 14 No. 2 (2026)
Publisher : Tadulako University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/elts.v14i02.6369

Abstract

This research explored the use of Discovery Learning in teaching descriptive writing at SMP Negeri 1 Palu. The study also examined students’ difficulties during writing activities and investigated the contribution of the strategy to students’ writing development. A qualitative descriptive approach was applied involving three English teachers as research participants. The data were gathered through classroom observations, interviews, and document analysis and were interpreted using qualitative data analysis procedures. The results indicated that Discovery Learning was implemented through a sequence of learning activities that encouraged students to explore information, discuss findings, and construct knowledge independently. The study found that students still faced challenges related to vocabulary, idea generation, and grammatical accuracy. However, the strategy helped increase students’ participation, confidence, motivation, and understanding of descriptive writing. The findings suggest that Discovery Learning can support the teaching of descriptive writing by creating a more active and engaging learning environment. Therefore, teachers may combine this strategy with additional vocabulary and grammar support to improve students’ writing performance.
Student’s Perception on the Impact of Digital Literacy on Reading Comprehension Ismi Amaliah; Sriati Usman; Desrin Lebagi; Maf’ulah Maf’ulah
Journal of English Language and Education Vol 11, No 1 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i1.1944

Abstract

This study aims to explore students’ perceptions of the impact of digital literacy on reading comprehension among English Education students at Tadulako University. A descriptive, qualitative approach was employed, involving the distribution of questionnaires to students in the 2023 cohort and in-depth interviews with selected participants. The findings reveal that students generally perceive digital literacy as having a positive influence on their reading comprehension. Digital tools such as online dictionaries, translation applications, and diverse online reading materials help students understand texts more easily and increase their motivation to read. However, challenges such as internet connectivity issues, distractions, eye strain, and difficulties in evaluating reliable sources were also reported. Overall, digital literacy is viewed as a supporting factor that enhances reading comprehension when accompanied by critical thinking skills and proper guidance. The study highlights the importance of integrating digital literacy instruction into reading courses to optimize students’ comprehension in digital learning environments.
Co-Authors Desrin Lebagi Hastini, Hastini Ismi Amaliah Mashuri Mashuri Mochtar Marhum Muhammad Gazali Putri Nurmeiga Amaliarrafiun Sriati Usman Zarkiani