Article Per Year (5 Year)
p-Index From 2021 - 2026
2.064
P-Index
This Author published in this journals
All Journal Scripta-English Department Journal Linguistics and Elt Journal ENGLISH JOURNAL International Journal of English Education and Linguistics (IJoEEL) FOSTER: Journal of English Language Teaching English Journal English Education and Literature Journal (E-jou) Ranah Research : Journal of Multidisciplinary Research and Development
Andrian Nuriza Johan, Andrian Nuriza
Unknown Affiliation
Arts Humanities Chemical Engineering, Chemistry & Bioengineering Civil Engineering, Building, Construction & Architecture Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Public Health Social Sciences Transportation Other

Published : 12 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search
Journal : FOSTER: Journal of English Language Teaching

 1 
Enhancing EFL Students’ Listening Comprehension through Preparation for the TOEFL Application: Evidence from a Pre-Test–Post-Test Design Johan, Andrian Nuriza; Chasanah, Zulia
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.v7i1.329

Abstract

Digital learning has increasingly been integrated into English language education due to the widespread accessibility of mobile technology. Nevertheless, the use of internet-based digital media for teaching listening skills in EFL contexts remains limited. This study aimed to examine the effectiveness of the Preparation for the TOEFL Test application in improving students’ listening comprehension and to explore students’ perceptions of its use as a mobile-assisted learning tool. This research employed a pre-experimental one-group pretest–posttest design involving 22 EFL undergraduate students. Listening comprehension was measured using a TOEFL-format listening test administered before and after a four-week intervention period. Quantitative analysis revealed a significant improvement in students’ listening performance. The mean score increased from 60.23 in the pretest to 73.73 in the posttest. A paired-samples t-test confirmed that this improvement was statistically significant (t = −17.173, p < 0.001), indicating that the application effectively enhanced students’ listening comprehension. Students’ perceptions were collected through a structured questionnaire. The results showed that most students responded positively to the application. More than 70% of participants agreed or strongly agreed that the application was easy to use, accessible anytime and anywhere, and helpful in supporting independent learning. The application’s structured materials and listening-focused features also increased students’ motivation and engagement in listening practice. The Preparation for the TOEFL Test application proved to be an effective mobile-assisted learning tool for improving EFL students’ listening comprehension while fostering positive learner perceptions.
Investigating the Effect of Problem-Based Learning on Students’ Recount Writing Skills in an Indonesian EFL Classroom Syahrani, Dewi Aprillavien; Johan, Andrian Nuriza; Basuki
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.v7i2.411

Abstract

Writing is a challenging skill for students in English as a Foreign Language (EFL) contexts, particularly in producing recount texts due to difficulties in generating ideas, organizing content, and applying appropriate language features. This study aims to investigate the effect of Problem-Based Learning (PBL) on students’ recount text writing skills. A quantitative pre-experimental design with a one-group pretest–posttest approach was employed, involving 32 tenth-grade students. The data were collected through writing tests and analyzed using descriptive and inferential statistics, including the Wilcoxon Signed-Rank Test. The findings revealed a statistically significant difference between pre-test and post-test scores; however, the results indicated a decline in students’ writing performance after the implementation of PBL. This suggests that PBL, in this context, was not effective in improving students’ recount text writing skills. The findings highlight that the effectiveness of PBL is influenced by factors such as the duration of implementation, the level of instructional scaffolding, and students’ readiness to engage in student-centered learning. Therefore, it is recommended that PBL be implemented gradually with sufficient guidance and longer duration to achieve optimal results. This study contributes to the understanding of the practical challenges in applying student-centered learning approaches in EFL writing classrooms.
Co-Authors Apriliandita, Denita Teza Ayu Arun, Hetfil Basuki Cahyani, Evita Chasanah, Zulia Hartina, Tri Jannah, Wardah Nuur Krismono, Gunawan Panji Kusuma, Arzeviningsih Indrasdi Mu’aafi, Dhiya’ulhaq Yaskur Nugraeni, Ismawati Ike Puspa Dewi Siti Fauziyah, Siti Fauziyah Sri Widodo Sudar Sudar Syahrani, Dewi Aprillavien Titi Rokhayati Triana, Juita