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p-Index From 2020 - 2025
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All Journal FOSTER: Journal of English Language Teaching International Journal of Business English and Communication (IJoBEC)
Sultan Baa
Unknown Affiliation
Education Languange, Linguistic, Communication & Media

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THE USE OF THE BLINDFOLD GAMES TECHNIQUE TO IMPROVE THE VOCABULARY MASTERY OF STUDENTS AT SMPN 4 SUNGGUMINASA A. Nurul Muntasya; Syarifuddin Dollah; Sultan Baa
International Journal of Business English and Communication Vol 1 No 4 (2023): October
Publisher : Bahasa Inggris Program Sarjana Terapan, Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijobec.v1i4.604

Abstract

The purpose of this research was to find out the use of “the Blindfold game technique” in improving the vocabulary mastery of students at SMPN 4 Sungguminasa. The method used in this research was pre-experiment with one group pretest-posttest. The population in this study were students of Class VIII at SMPN 4 Sungguminasa in the 2022/2023 academic year. This research used a cluster random sampling technique. The sample of this research was Class VIII C, which consisted of 30 students. The results of this study that there were a significant increase in students vocabulary mastery after the students were given treatment. This can be seen by the mean score between the pre-test (52.53) and the post-test (79.33). It means that the use of the Blindfold as games was able to improve students vocabulary mastery. This game helps the students to enhance their learning on vocabulary mastery.
Facilitating EFL Speaking Skills through an English Club: Evidence from the TBI Millennial English Club Gisma, Rina Ritsna; Sahril Nur; Sultan Baa
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.v6i4.322

Abstract

This study investigates the role of the TBI Millennial English Club in supporting students’ speaking skill development through nonformal English learning activities. Although speaking skills are essential for effective communication, many EFL learners have limited opportunities for authentic oral practice in formal classroom settings. This research aims to explore how structured English club activities facilitate students’ speaking performance, engagement, and confidence. Using a qualitative descriptive design, data were collected through direct observations of weekly club meetings and analysis of supporting documentation. The observations focused on student participation, types of speaking activities, facilitator–learner interactions, and the affective environment created during the sessions. The findings reveal three major contributions of the English club: (1) it provides consistent opportunities for authentic and meaningful speaking practice through activities such as role-plays, storytelling, discussions, and impromptu speaking; (2) facilitators play a crucial role in scaffolding learning by offering guidance, modeling target language use, and giving immediate, constructive feedback; and (3) the club fosters a supportive and motivating environment that reduces speaking anxiety and increases students’ confidence and willingness to communicate. Overall, the study concludes that the TBI Millennial English Club serves as an effective supplementary learning space that enhances students’ speaking skills and communicative competence. The implications highlight the importance of integrating nonformal speaking programs into EFL settings and providing facilitator training to maximise learning outcomes.
Co-Authors A. Nurul Muntasya Gisma, Rina Ritsna Sahril Nur Syarifuddin Dollah