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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Indonesian TESOL Journal FOSTER: Journal of English Language Teaching Al Lughawiyaat Journal An-Nafs: Kajian Penelitian Psikologi Indonesian Journal of English Language Teaching and Applied Linguistics
Fakhruddin, Zulfah
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Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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Journal : FOSTER: Journal of English Language Teaching

 1 
Memory Strategies in Vocabulary Learning: Evidence from Junior High School EFL Learners Nurhafizah; Fakhruddin, Zulfah; Ambo Dalle; Mujahidah; Magdahalena Tjalla
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.v7i2.356

Abstract

This study investigates the use of memory strategies in vocabulary learning among junior high school EFL learners in an Indonesian Islamic school context. Although vocabulary memorization is commonly emphasized in classroom practice, limited attention has been given to how young learners cognitively process and retain lexical items. This study addresses this gap by examining the types and frequency of memory strategies used by students in a daily “password class” routine, where learners recall English words before entering the classroom. A quantitative descriptive design was employed involving 21 seventh-grade students. Data were collected using an adapted version of Gu’s (2018) Vocabulary Learning Questionnaire (VLQ 6.4), focusing on three categories of memory strategies: rehearsal, encoding, and activation. The data were analyzed using descriptive statistics and inferential analysis (One-Way ANOVA and Tukey HSD). The findings revealed statistically significant differences among the three strategies (p < .001), with encoding strategies showing the highest mean score (M = 3.70), followed by activation (M = 3.34), and rehearsal strategies (M = 2.89). These results indicate that learners tend to engage more in deeper cognitive processing, such as association, visualization, and contextual use, rather than relying solely on repetition. This study contributes to understanding vocabulary learning strategies among young EFL learners by emphasizing the roles of encoding and activation strategies in vocabulary learning. Pedagogically, the findings suggest that meaningful, communicative activities should complement memorization routines to enhance vocabulary retention and productive language use.
Paraphrasing Techniques and Challenges in EFL Academic Writing: Evidence from Indonesian University Students Dzulhijayani Ali, Alsa; Mujahidah; Fakhruddin, Zulfah; Tjalla, Maghdahalena
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.v7i2.425

Abstract

This study investigates paraphrasing techniques, quality, and challenges in EFL academic writing among undergraduate students at IAIN Parepare, Indonesia. Adopting a qualitative approach, data were collected from a paraphrasing test and semi-structured interviews involving 19 English Education students. The analysis integrates Pieterick’s framework of paraphrasing strategies, Keck’s taxonomy of paraphrasing quality, and Shi’s model of learner challenges, supported by thematic coding using NVivo 15. The findings reveal that semantic strategies, particularly synonym substitution, are the most dominant technique (42%), indicating students’ reliance on surface-level transformations. In terms of quality, the majority of students (84%) fall into the Moderate Revision category, suggesting partial modification with limited structural and conceptual transformation. The study also identifies linguistic and cognitive challenges as the primary constraints, including limited vocabulary and difficulties in comprehending and reconstructing meaning from source texts. These findings demonstrate that paraphrasing is a complex cognitive-linguistic process shaped by the interaction between language proficiency and higher-order thinking skills. The study contributes to the literature by proposing an integrated perspective that links paraphrasing strategies, quality, and learner challenges within a unified analytical framework. Pedagogically, the findings highlight the need for instructional approaches that move beyond synonym substitution toward developing critical reading, vocabulary expansion, and idea restructuring skills to support more effective and original academic writing.
Co-Authors Abdul Haris Sunubi Adianti, Astrid Dwi Ambo Dalle Angraini, Najia Arqam, Arqam Dzulhijayani Ali, Alsa Faridh, Aco Zulham Indradewa, Rhian Jamal, Karmila Kalsum Kalsum Kalsum Karmila, Evi Miftahul Farid, Miftahul Mujahidah Mujahidah Mujahidah Mustary, Emilia Nur Afiah, Nur Nurhafizah Nurhafizah Rahmawati, Rahmawati Ramli Ramli Rustam, Utari Saepudin Saepudin Samaun, Siti Salina Sulvinajayanti Sulvinajayanti, Sulvinajayanti Tjalla , Magdahalena Tjalla, Maghdahalena Tjalla, Maghdalena Usman Usman