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All Journal Language Circle : Journal of Language and Literature Religio : Jurnal Studi Agama-agama EXPOSURE JOURNAL IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Syifa' MEDIKA: Jurnal Kedokteran dan Kesehatan Wiralodra English Journal (WEJ) Lex Librum: Jurnal Ilmu Hukum SALTeL Journal (Southeast Asia Language Teaching and Learning) MANAZHIM Ius Civile: Refleksi Penegakan Hukum dan Keadilan Community Development Journal: Jurnal Pengabdian Masyarakat FOSTER: Journal of English Language Teaching Disiplin : Majalah Civitas Akademika Sekolah Tinggi Ilmu Hukum sumpah Pemuda International Journal of Islamic Educational Psychology Journal of English Education and Linguistics Jurnal Pengabdian kepada Masyarakat Bina Darma MASTER: Jurnal Manajemen Strategik Kewirausahaan Mudabbir: Journal Research and Education Studies Al-Hiwalah : Journal Syariah Economic Law Jurnal Keperawatan Profesional (KEPO) Justici Lex Librum : Jurnal Ilmu Hukum
husnaini, husnaini
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Journal : FOSTER: Journal of English Language Teaching

 1 
Students’ Anxiety in Learning English Writing Skills in Senior High School Level Husnaini, Husnaini; Iksan, Muhammad; Wiwin, Wiwin
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.v4i2.120

Abstract

The purpose of this study was to investigate the factors that contribute to students' English writing anxiety in the Science 11 class at UPT SMAN 11 Luwu. Students' levels and causes of writing anxiety in English are described (cognitive anxiety, somatic anxiety, and avoidance behavior). Descriptive statistics were used for this investigation. Simple random sampling was used to select a sample of 68 students from the population of eleventh-grade students in a science class. The Causes of Second Language Writing Anxiety Inventory (CSLWAI) by Rezaei and Jafari was used to describe the main factors that contribute to students' writing anxiety, and the Second Language Writing Anxiety Inventory (SLWAI) by Cheng was used to analyze students' anxiety levels. SPSS version 22 and Microsoft Excel 2019 were used to find the mean and percentage of the data, respectively. Students who reported high levels of writing anxiety were statistically typical (M=73.06>65). Inadequate writing technique, linguistic difficulties, a lack of practice, and time constraints are also major contributors to students' writing anxieties.
Using Illustrated Stories to Improve Reading Comprehension: Evidence from Junior High School Students in Indonesia Jannah, Miftahul; Jufriadi, Jufriadi; Husnaini, Husnaini
FOSTER: Journal of English Language Teaching Vol. 6 No. 4 (2025): 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.v6i4.275

Abstract

Reading comprehension plays a crucial role in English language learning, yet many junior high school students in Indonesia struggle to understand English texts due to limited vocabulary and low motivation. To address these challenges, this study investigated the effectiveness of illustrated stories as a medium to enhance students’ reading comprehension. The research employed a pre-experimental design using a one-group pre-test and post-test model. The participants were 25 eighth-grade students of SMPN 08 Palopo, selected purposively based on their low proficiency in reading English texts. The instrument consisted of a reading comprehension test, while the treatment involved five sessions of instruction using illustrated stories covering different types of narrative texts. The findings revealed that the mean score of students improved from 38.36 in the pre-test to 61.40 in the post-test. The paired sample t-test result (t = -5.253, p < 0.001) indicated a statistically significant difference between the two sets of scores, confirming the effectiveness of illustrated stories in improving reading comprehension. Furthermore, the post-test classification showed that more students achieved the good and very good categories compared to the pre-test, where the majority were in the poor and very poor categories. These results suggest that illustrated stories provide both cognitive and motivational benefits by integrating textual and visual elements that make reading more engaging and accessible. The study concludes that illustrated stories are an effective medium for teaching reading comprehension and recommends their integration into English as a Foreign Language (EFL) classrooms at the junior high school level.
The Effectiveness of Survey, Question, Read, Recite and Review (SQ3R) Technique to Increase Students' Reading Comprehension Ratni, Ratni; Hartina, St.; Thayyib, Magfirah; Husnaini, Husnaini
FOSTER: Journal of English Language Teaching Vol. 6 No. 1 (2025): 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.v6i1.230

Abstract

This study aims to analyze the effectiveness of Survey, Question, Read, Recite, and Review (SQ3R) technique in improving students' reading comprehension at SMPN 7 Palopo. The study employed a quantitative approach with an experimental design, involving students as research participants. The researcher used a total sampling which consists of 30 students. The researcher used reading tests as instruments in this study. The results showed that the average score of students in the post-test was higher than the average score obtained by students in pre-test (33.83<68.27). Apart from that, the t0 (ttest) value is 22.261 with a df (degrees of freedom) value of 29, while the tt (ttable) value is 2.042 for a standard significance level of 0.05 at df = 30. It shows that the value of the t-test is higher that the value of the t-table. The researcher also found a value (p) of 0.00 and alpha (α) of 0.05, resulting in p<α (0.00<0.05). The results revealed that the SQ3R technique significantly improved students' reading comprehension compared to conventional methods. Students taught using this technique demonstrated better abilities in identifying main ideas, specific information, and drawing conclusions from texts.
Co-Authors Afriani, Kinaria ALKHUSARI Almira Keumala Ulfah Amalia Yahya, Amalia Amrina, Rizqy Dwi Anggraeni, Salsabila Annisa Astrid Benni Ichsanda Rahman Hz Candra, Andi Dara, Cut Deta Desvitasari Djufri, Darmadi Eka Rora Suci Wisudawati Eko Saputra Hariana Amalia, Hariana Hartina, St. Ilahi, Fitratul Illa, Dwi Marisa Irwansyah Irwansyah Ismail, Sherif Mohamed A. Ismayanti, Devi Jufriadi Jufriadi, Jufriadi Kafrawi Kafrawi Kesuma, Derry Angling Madehang, Madehang Magfirah, Thayyib Malik, Fidia Ditazam Marsudi Utoyo Miftahul Jannah Muammar Khadafi Muhammad Iksan, Muhammad Muhammad Jafar, Muhammad Murti, Natasha Eka Putri, Nur Inayah Wulandari Ranico, Visa RANIDA ARSI Ratni, Ratni Ridha Ilma, Ridha Rita Eka Izzaty, Rita Eka Riviyusnita, Rianda Roma Nur Asnita, Roma Nur Rusmini Rusmini Shahendra, Shahendra Shynta Amalia Susanti Widhiastuti Syam, Andi Tenrisanna Syamsul Rizal Syihab, Mahdi Abdullah Trisna, Nila Wahibah, Wahibah Wiwin Wiwin, Wiwin Yuana, Adella Zulhamdi, Zulhamdi Zulhamdi, Zulhamdi