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All Journal FOSTER: Journal of English Language Teaching ETERNAL: English Teaching Journal
Zulia Chasanah
Unknown Affiliation
Education Languange, Linguistic, Communication & Media

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Figurative Languages Found in  Paint My Love Greatest Hits Lyrics Ratna Putri Krisnisa; Sukarni, Semi; Zulia Chasanah
ETERNAL (English Teaching Journal) Vol. 16 No. 2 (2025): August
Publisher : Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v16i2.1912

Abstract

Language is a fundamental tool in communication and expression, including in the realm of music. Songs, as a form of art, often use figurative language to convey messages more emotionally and aesthetically. However, not all listeners are able to understand the hidden meaning behind the lyrics, especially when figurative language is used. This study aims to examine the use of figurative language in the album Paint My Love Greatest Hits by referring to Frederik's theory. This study uses a qualitative approach to analyze the types and meanings of figurative language found in song lyrics. Data were obtained from all songs in the album. The results of the analysis show that the most frequent type of figurative language is symbols (42.86%), while the least frequent are hyperbole, litotes, metonymy, and paradox. These findings reveal that figurative language plays an important role in enriching the meaning and emotional depth of song lyrics.
Enhancing EFL Students’ Listening Comprehension through Preparation for the TOEFL Application: Evidence from a Pre-Test–Post-Test Design Andrian Nuriza Johan; Zulia Chasanah
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.
Technology Acceptance of ChatGPT Voice Mode in English Speaking Practice: Evidence from International Students in Indonesia Mufid Lahiria Permata Hati; Juita Triana; Zulia Chasanah
FOSTER: Journal of English Language Teaching Vol. 7 No. 3 (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.v7i3.452

Abstract

Non-native English-speaking students in international academic environments often face difficulties in developing speaking skills due to limited opportunities for practice, low confidence, and communication anxiety. Although artificial intelligence (AI)-based tools have been increasingly used to support language learning, limited research has examined international students’ perceptions of ChatGPT voice mode in non-English-speaking educational contexts through the Technology Acceptance Model (TAM). This study explores students’ perceptions of ChatGPT voice mode for English speaking practice, focusing on perceived usefulness, perceived ease of use, behavioral intention, and challenges encountered during its use. A quantitative survey was conducted with ten non-native English-speaking undergraduate students in Indonesia using a 20-item Likert-scale questionnaire, and the data were analyzed descriptively. The results indicate that students generally perceive the feature positively in terms of usefulness and ease of use (M = 3.0–3.4) and demonstrate a willingness to continue using it (M = 3.4). Reported challenges are relatively limited (M = 2.1–2.8), mainly related to speech recognition, accent differences, and limitations in replicating human interaction. Overall, ChatGPT voice mode functions as a supportive tool for independent speaking practice. The findings contribute to research on AI-assisted language learning and provide practical insights for integrating AI-supported speaking tools into language learning environments.
Co-Authors Andrian Nuriza Johan Juita Triana Mufid Lahiria Permata Hati Ratna Putri Krisnisa semi sukarni