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All Journal Jurnal Berdaya Mandiri FOSTER: Journal of English Language Teaching ELTR Journal Journal of English Language Teaching and English Linguistics
Irawan, Rifki
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Journal : FOSTER: Journal of English Language Teaching

 1 
The Correlation between the Teacher's Oral Feedback and the Students' Writing Motivation Irawan, Rifki; Dininorani Seran, Edita
FOSTER: Journal of English Language Teaching Vol. 2 No. 3 (2021): 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.v2i3.51

Abstract

This study aims to determine the correlation between the teacher’s oral feedback and the students’ writing motivation. This study is quantitative research with a correlation method. The researcher conducted this study at SMPN 2 Kasihan. The population of this study included all of the 8th graders. The sample of this study consists of 93 students. To gain the data, the researcher distributed the questionnaires to the students. The data analysis technique used in this research used Rank Spearman Correlation, with SPSS version 23 for the windows program. The result of the research showed that there is a correlation between the teacher’s oral feedback and the students’ writing motivation. It is evidenced by the Rank Spearman correlation test results with the significance value of 0.000, where it is <0.05.
Improving Junior High School Students' Speaking Skills through Role-Play and Peer Feedback Aji, Henggar Prasetyo; Irawan, Rifki
FOSTER: Journal of English Language Teaching Vol. 4 No. 2 (2023): 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.v4i2.130

Abstract

Through role-play and peer feedback, this research aims to improve students' English-speaking skills in Grade VIII of junior high school in Wangon, Central Java. It used Classroom Action Research (CAR) based on Kemmis and Mc Taggart's design to solve the students' problems with English Speaking. The researcher did two cycles: planning, acting, observing, and reflecting. Qualitative and quantitative data were gathered from interview and observation results and speaking scores. The finding of this study indicated that the implementation of the role-play and peer feedback technique was successful since the success criteria were achieved. The first criterion was that 50% of students could pass the target score ≥ 70 based on the KKM. The finding showed that 48.15% of students had already achieved the target score. Besides, the second criterion was the students who become more actively involved in the teaching-learning process. The result of observation and interview showed that by using role play and peer feedback techniques, students were actively involved in the classroom activity. Based on the previous finding, the writer suggests that the English teacher could implement Role play and peer feedback techniques in teaching speaking to improve students' English-speaking skills.
The Teachers’ Perceptions of Using Google Translate in the Teaching of English Pronunciation Tiara, Dwi Ayu; Irawan, Rifki
FOSTER: Journal of English Language Teaching Vol. 5 No. 3 (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.v5i3.175

Abstract

This study aims to investigate and describe teachers’ perceptions toward the use of Google Translate as a medium for teaching English pronunciation. This study applies a qualitative method, with data collected through observation and interviews. In getting data, the writer examined three English teachers from different schools in Yogyakarta who have used Google Translate in their classrooms. The result of this study showed that teachers have both positive and negative perspectives on using Google Translate as a medium for teaching pronunciation. The positive points of using Google Translate as a learning medium are that it is suitable and effective for helping students improve their pronunciation and ease of access and use. They believe that using Google Translate as a learning media has a good effect on students, increasing their interest in and motivation to learn pronunciation. In addition, the negative points of using Google Translate are that it depends on an internet connection, and using smartphones to access Google Translate in the classroom can be a distraction for students. Although there are some negative perceptions, it can be concluded that teachers have more positive perceptions towards using Google Translate as a learning medium to teach English pronunciation.
The Roles of the Fanbase Online Game to the EFL Reading Comprehension Skills Nabella, Sandi Nuur Ilma; Irawan, Rifki
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.v5i4.184

Abstract

The proliferation of online games and fanbase communities has created new opportunities for language learning outside traditional classroom settings. Games designed for specific fan communities, such as those centred around K-pop groups, incorporate substantial English language content that may influence English as a Foreign Language (EFL) learners’ reading skills. This study aims to investigate the role of the fanbase online game “BTS Island in the Seom” in developing EFL students’ reading comprehension skills among Indonesian university students. A qualitative case study approach was employed with purposive sampling of five Indonesian university students who had reached level 3000 in the game. Data were collected through semi-structured interviews and document analysis, including academic transcripts and gameplay recordings. Thematic analysis was used to identify patterns and relationships in the data. Four significant roles of the fanbase online game were identified: (1) functioning as an English learning medium that contextualizes language acquisition, (2) facilitating vocabulary enrichment and mastery through repeated exposure, (3) enhancing motivation to engage with English content due to fan interest, and (4) directly improving reading comprehension skills as evidenced by academic performance improvements. Fanbase online games can serve as effective informal learning environments for developing EFL reading comprehension when they successfully integrate engaging content with authentic language use. The strong motivational component derived from fan identity appears particularly significant in sustaining engagement with potentially challenging language content.
Co-Authors Aji, Henggar Prasetyo Dininorani Seran, Edita Juang Kurniawan Syahruzah Nabella, Sandi Nuur Ilma Putra, Anggie Eka Permana Renita Renita Sri Wiyanah Tiara, Dwi Ayu