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All Journal ADITYA - Pendidikan Bahasa dan Sastra Jawa Jurnal Kesehatan Hesti Wira Sakti NUMERICAL (Jurnal Matematika dan Pendidikan Matematika) Jurnal Kewirausahaan dan Bisnis FOSTER: Journal of English Language Teaching Jurnal Ilmiah Pendas : Primary Education Journal Jurnal Intelek Insan Cendikia Muara: Jurnal Manajemen Pelayaran Nasional
Fitria Rahmawati
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Religion Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Nursing Public Health Social Sciences Other

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Journal : FOSTER: Journal of English Language Teaching

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The Effects of Fun Active Learning and Visualization Strategies on EFL Students’ Speaking Skills: A Quasi-Experimental Study in an Indonesian Senior High School Zalukhu, Atalisi; Fitria Rahmawati; Mariska Intan Sari; Aliya Noor Cahyani
FOSTER: Journal of English Language Teaching Vol. 7 No. 1 (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.v7i1.328

Abstract

The goal of this study was to look at speaking problems among secondary school students by closely watching how their speaking skills grew during the learning process. This study used a collaborative classroom action research method, where the researchers worked together with the Year 11 English teacher at SMA N 8 Medan instead of doing the research on their own. Before the test, the average score was 58.65, but after the test, it went up to 73.78. These results show that students' speaking skills improved a lot after using the narrative approach. When comparing the scores before and after the teaching strategies were used, there was a big difference in how well the students performed. The data analysis supports the first research question by showing that using visualization tactics really helps improve the speaking skills of students at SMA N 8 Medan. More research shows that visualization tactics help students get better at speaking, as seen from the increase in scores from 55 to 96. Comparing the pre-test and post-test scores shows a big difference in student performance before and after applying the teaching strategies. The results of the data analysis confirm the first research question by showing that using visualization tactics effectively improves the speaking skills of students at SMA N 8 Medan. Further research shows that visualization tactics help students improve their speaking skills, as seen from the increase in scores from 55 to 96.
AI-Assisted Critical Reading in Enhancing EFL Students’ Argumentative Writing: A Mixed-Methods Study Fitria Rahmawati; Lutfiyah; Palupi, Tara Mustikaning; Cahyani, Aliya Noor; Zalukhu, Atalisi
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.v7i2.419

Abstract

This study investigates the effect of AI-assisted critical reading on EFL students’ argumentative writing performance. Although previous studies have explored AI in language learning, limited research has specifically examined its role in integrating critical reading with argumentative writing in EFL contexts, particularly using a mixed-methods approach. Employing a mixed-methods approach with an explanatory sequential design, the study involved 50 undergraduate students from Institut Bisnis dan Komputer Indonesia, divided into an experimental group and a control group. The experimental group received instruction through AI-assisted critical reading, while the control group was taught using conventional methods. Data were collected through writing tests (pre-test and post-test) and semi-structured interviews. The quantitative data were analyzed using paired and independent sample t-tests, while the qualitative data were analyzed thematically. The findings revealed that the experimental group showed significantly greater improvement in writing performance compared to the control group, with a large effect size. The results also indicated that AI-assisted critical reading enhanced students’ ability to analyze texts, generate ideas, and organize arguments effectively. In addition, students reported positive perceptions, including increased engagement, confidence, and motivation in learning. This study contributes to the growing body of literature by demonstrating the effectiveness of AI as a cognitive and pedagogical tool that supports the integration of reading and writing processes in EFL contexts.
Co-Authors Ana Sofiyana Cahyani, Aliya Noor Eddy Heraldy Ida Bagus Kade Gunayasa IF Nurcahyo Indrawati Indrawati Khoirina Dwi N Lalu Hamdian Affandi Lutfiyah Mariska Intan Sari Mulyawati, Ima Noviana Puspitasari Nunung Ernawati Oman Farhurohman Palupi, Tara Mustikaning Rif’ati Dina Handayani Siti Khozinatullutfiah Witri Wahyu Lestari Yuniawan Hidayat Zalukhu, Atalisi