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All Journal ARISTO Al-Ta'lim JITPI : Jurnal Ilmu Dan Teknologi Peternakan Indonesia (Indonesian Journal of Animal Science and Technology) SeBaSa: Jurnal Pendidikan Bahasa dan Sastra Indonesia Jurnal Ilmiah Bina Bahasa Jurnal Educatio FKIP UNMA FOSTER: Journal of English Language Teaching Jurnal Wahana Pendidikan Journal of Education Research JANE (Jurnal Administrasi Negara) BAHASTRA Wistara: Jurnal Pendidikan Bahasa dan Sastra Celebes Journal of Language Studies
Marlia, Marlia
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Religion Agriculture, Biological Sciences & Forestry Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Journal : FOSTER: Journal of English Language Teaching

 1 
The Effect of Vocabulary Self-Collection Strategy on English Vocabulary Mastery: A Study of the Indonesian High School Students Marlia, Marlia
FOSTER: Journal of English Language Teaching Vol. 5 No. 4 (2024): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v5i4.236

Abstract

This study examines the effectiveness of the Vocabulary Self-Collection Strategy (VSS) in improving vocabulary mastery among first-grade students at SMAN 1 Bontomarannu. Vocabulary is essential for language proficiency, supporting communication and comprehension across listening, speaking, reading, and writing. However, traditional teaching methods, often focused on rote memorization and teacher-centered instruction, lack interactivity and fail to promote meaningful learning or long-term retention. Using a quasi-experimental design, the study compared two groups: an experimental group applying VSS and a control group following conventional methods. VSS actively engaged students in selecting, analyzing, and internalizing vocabulary from contextual readings, fostering collaboration and autonomy. In contrast, the control group relied on direct instruction and memorization. Results showed significant improvements in vocabulary comprehension and retention among the experimental group, with higher post-test scores compared to the control group. Retention tests conducted a month later confirmed that the experimental group retained more vocabulary, demonstrating the long-term benefits of VSS. This interactive, student-centered approach not only enhances vocabulary acquisition but also promotes independent learning and sustained engagement. By encouraging active participation, VSS empowers learners to take ownership of their learning, making it a valuable strategy for improving language outcomes in diverse educational contexts.
An Exploration of Students' Sociometric Status Based on Their Behaviors in the EFL Speaking Class Marlia, Marlia; Marwan, Ima Asmita
FOSTER: Journal of English Language Teaching Vol. 6 No. 1 (2025): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v6i1.239

Abstract

Social interaction among peers became fundamental to be scrutinized, especially in the secondary educational context, which determined the atmosphere of classroom acceptance and the positive relationship. Furthermore, sociometric status refers to the measurement to classify an individual's relationship among peers or groups of friends and the measurement indicating whether the individual is liked or disliked by their peers. This study aimed to explore students' sociometric status toward peer relationships concerning students' behaviors based on the categorization of sociometric status, especially in the EFL speaking class. Thirty-three students in the eleventh grade of the social science class were purposively selected from secondary education to participate in this study. The data were collected through an observation checklist to get students' behaviors. A rating-scale measure was distributed to the students to determine five sociometric status categories among peers. Based on the five categorization of sociometric status among students they were popular, controversial, rejected, neglected, and average have proved that the majority of the students displayed positive behaviors which categorized into highly-positive behaviors (providing assistance, providing direction, and medium-positive behaviors (providing jokes) and only few students displayed negative behaviors were categorized into highly negative-behaviors (inappropriate behaviors, angry shouting, hitting and medium-negative behaviors (noncompliance, disapproval) in the EFL speaking classroom. In conclusion, all five sociometric statuses reflected positive and negative behaviors during the learning process in the EFL classroom.
Peer Group Activities: A Comprehensive Approach to Reduce Speaking Anxiety in EFL Classrooms Marlia, Marlia
FOSTER: Journal of English Language Teaching Vol. 6 No. 2 (2025): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v6i2.250

Abstract

This study examined how practical peer group activities helped Indonesian first-grade high school students improve their English speaking skills and reduce their speaking anxiety. Through an explanatory mixed-method research design, the study methodically investigated the linguistic and psychological effects of collaborative learning strategies in EFL situations at SMAN 13 Pangkep throughout the 2024–2025 academic year. After being randomly selected, forty-four students were split equally into two groups: the experimental group received set-up peer group interventions. In contrast, the control group proceeded to use conventional solo learning strategies. The multi-instrument methodology used validated anxiety questionnaires derived from the Psychological and Sociocultural Anxiety Scale (PSCAS), semi-structured interviews, structured classroom observations, and standardized speaking assessments to collect thorough quantitative and qualitative data. According to statistical analysis, the experimental group's mean anxiety levels decreased from 64.95 to 56.09, significantly improving compared to the control group's more modest fall from 64.86 to 60.54 (p=0.029). At the same time, the experimental group's mean performance scores increased from 49.36 to 65.90, which was a substantial improvement above the control group's from 46.33 to 56.18 (p=0.009). Qualitative data supported these statistical findings, as participants described peer group activities as helpful, engaging, and life-changing for their language learning process. The collaborative task division, mutual feedback, and knowledge sharing created a supportive environment that students especially enjoyed. These factors combined to lower anxiety and boost confidence in oral communication. Significant empirical evidence is presented in the study to support the incorporation of organized collaborative learning practices as a successful educational intervention for addressing the complex relations between social, emotional, and psychological aspects that affect language acquisition. These results provide essential information for developing curricula and instructional strategies that build communicative competence and reduce language anxiety in teenage EFL learners in Indonesian classrooms.
Co-Authors Adisaturrahimi, Andi Akbal, Fitri Amaliah Alim Priyatna, Adry Anbarini, Ratih Centurion Chandratama Priyatna, Centurion Chandratama Hikmahyanti, Cita Iswahyudi, Sabrina Retnasari M, Armayani Marwan, Ima Asmita Muh Irwan, Muh Muhammad Astrianto Setiadi, Muhammad Astrianto Mustaqimah Mustaqimah Nurjanah, Mira Siti Nursalsabillah, Annisa Purnamasari, Cici Purwanti Hadisiwi Puspasari, Atika Quoc Si, Tran Ramadhan, Fauzan Marwan Resyadi, Herman Said, Dian Riani Setiawan Setiawan Suparto, Windy Puspitasari Triandy, Rendy