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All Journal Journal of Language and Literature TEFLIN Journal: A publication on the teaching and learning of English Lingua Scientia Research Collections English Review: Journal of English Education Dinamika Ilmu Indonesian EFL Journal Jurnal Bahasa Lingua Scientia FOSTER: Journal of English Language Teaching Journal of English Language Teaching and Learning (JETLE) DINAMIKA ILMU: Jurnal Pendidikan JEELS (Journal of English Education and Linguistics Studies) Asshika
Erna Iftanti
English Education Department, UIN Sayyid Ali Rahmatullah Tulungagung, Indonesia
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Journal : FOSTER: Journal of English Language Teaching

 1 
Morning English Program (MEP) as a Strategy to Improve Students' Speaking Skills at SMK Bhakti Mulia Pare Kediri Anshori, Mohammad Isya; Shofiya, Arina; Iftanti, Erna
FOSTER: Journal of English Language Teaching Vol. 4 No. 3 (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.v4i3.135

Abstract

This study aims to describe the activities of MEP and their impact on improving students' speaking skills. This study applied a descriptive quantitative method. In collecting the data, the researchers of the administered questionnaire were divided into two groups: an English teacher at SMK Bhakti Mulia Pare and 11th-grade students who became members of the MEP. Then, the researcher interviewed five students and one teacher to expand the information received. Data analysis was done by calculating the percentage of students' participation in each activity. The supporting qualitative data was analyzed by collecting, displaying, and drawing conclusions. The reliability of the study data was checked through data triangulation. The results of this study showed that the MEP activities consisted of speeches, reading aloud, telling stories and group discussions. Following the implementation of these activities, students' speaking skills, which include grammatical accuracy, pronunciation skills, vocabulary mastery, fluidity, and the ability to organize concepts in speaking, improve. In addition, students experience low anxiety and are more interested in learning English. This positive impact results from the teacher's role in preparing appropriate teaching methods and creating a positive learning environment. Henceforth, this study emphasizes the importance of planning before implementing an English program and adopting similar activities to improve students' speaking skills.
EFL Students' Perception on Using Mobile Learning Applications for Learning to Write Rohmah, Anifatur; Iftanti, Erna; Shofiya, Arina
FOSTER: Journal of English Language Teaching Vol. 4 No. 3 (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.v4i3.138

Abstract

One way to aid in English learning is mobile learning. The main features of the mobile learning application are simplicity, engagement, and instant sharing. Mobile learning also has the potential to make learning to spontaneous, anywhere, and adapted to the wishes of the teacher or students (Miangah and Amin Nezarat, 2012). The objective of this study is to know what EFL Students’ Perception on Using Mobile Learning Application for Learning to Write. This study used descriptive quantitative research with survey design. To collect the data of the research, the data were collected through questionnaire. The population were EFL Students and sample of the study were 56 students. From the data analysis, it could be concluded that there were positive and negative perceptions among EFL Students. The total number of positive perceptions was 77%. Meanwhile, 23% students have negative perceptions. Mobile learning application used by EFL Students include Edmodo (11%), Google Classroom (36%), Google Meet (18%), Twitter (7%), and Quiz (28%). The most dominant Mobile Learning Application is Google Classroom.
Co-Authors Amrullah, Latif Anshori, Mohammad Isya Ary Setya Budhi Ningrum Awalin, Arpinda Syifa’a Binti Maunah Joko Tri Prastiyo Marelita, Dema Finda Mila Umil Habibah Musrikah, Musrikah Nany Soengkono Madayani, Nany Soengkono Pertiwi, Nestiti Lintang Ramadhani, Tria Rahayu Rany Raissa Palupi Retno Ayu Fitriani Rohmah, Anifatur Sherif , Nada Mohsen Said Ali Shofiya, Arina Shofiya, Arina Umy Zahroh