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FOSTER: Journal of English Language Teaching
Published by Institut Agama Islam Negeri Palopo
ISSN : -     EISSN : 27234126     DOI : https://doi.org/10.24256/foster-jelt
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
Foster JELTL journal invites scholars, researchers, and students to contribute the result of their studies and researches in the areas related to English Language Education, The focus of the Journal is on all levels, stages, and processes of education (e.g., formal, informal, non-formal, early childhood, lifelong, schooling, adult education, vocational education and training, higher education). Which covers textual and fieldwork investigation with various perspectives of: English Language, English Teaching, English Learning
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 6 Documents
 1 
Search results for , issue "Vol. 2 No. 2 (2021): FOSTER JELT" : 6 Documents clear
Online Peer Assessment in Nurturing Students Writing Skill Pradana, Mahardhika; Rahmawati, Maya
FOSTER: Journal of English Language Teaching Vol. 2 No. 2 (2021): 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.v2i2.34

Abstract

This study aims to investigate the process of online peer assessment implementation in a writing activity and to find out the students’ responses toward the implementation of online peer assessment in learning writing skills. This research uses a qualitative approach and case study as the research design. The data were collected with the triangulation data by observation, interview, and documentation. Observation checklist, in-depth interview, and documentation used as data retrieval instruments. The subject of this study is an English teacher and students of class XI TKJ 1 at SMKN 1 Rawamerta. The result of this study shows that the implementation of peer assessment in writing skills is very effective to help the students in learning writing and evaluating learning process. Before the implementation of peer assessment, the students were not able to recognize their mistakes in detail, they could only find out about the numerical score, and did not know about how to assess. Based on the result obtained, it is concluded that teaching writing to the students’ responses toward the use of peer assessment was positive. It can be seen from the attitude and enthusiasm. Students agreed that peer assessment is a very effective technique used in writing activities. It can be concluded that online peer assessment can be applied both in writing and speaking as well as an important part of the move towards more forms of participatory learning. There is a need to apply it in the schools and universities since it is more adaptable to modern developments in the assessment of learning outcomes.
Prospects of Creating the Reflective Teacher for Continuing Professional Development (CPD) Yousra Ali Aghanimi; Fawzia Mohamed Elwafi; Fahima Mohamed Bannur
FOSTER: Journal of English Language Teaching Vol. 2 No. 2 (2021): 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.v2i2.38

Abstract

Teacher self-evaluation is an important dimension in the overall evaluation activities in educational programs. However, this dimension is often overlooked and not given its right share of importance. Teacher self-evaluation is neither included in teacher training programs nor is considered a basic requirement from teachers as they develop in their careers. The significance and value of teacher self-evaluation as a core element in continuing professional development requires that self-evaluation proceed all other forms of evaluation. To support the claim that teacher self-evaluation is a missing element in the area of investigation, the researchers conducted a study which adopted a survey that involved eleven schools and 86 Libyan teachers. The results of the study showed that while many teachers perform some sort of self-reflection about their teaching, they do not recognize self-evaluation as a basic requirement in developing their career. When the effectiveness of teacher self-evaluation was probed in contrast to external evaluation, most teachers agreed that teacher self-evaluation could play a far more vital role in continuing professional development.
PLEASE Strategy for Teaching Writing Viewed from Students' Self-Esteem Atmojo, Arief Eko Priyo
FOSTER: Journal of English Language Teaching Vol. 2 No. 2 (2021): 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.v2i2.39

Abstract

This research aims to investigate whether: (1) PLEASE strategy is more effective than RAFT strategy for writing; (2) Students having high self-esteem are better in writing than those having low self-esteem; and (3) There is an interaction between the strategies and the students’ self-esteem. This research was done at a state secondary school located in Sragen, Jawa Tengah, Indonesia. Cluster random sampling was employed to get the sample consisting of two classes. PLEASE strategy was used in the experimental class meanwhile RAFT strategy was employed in the control class. The students in each class were categorized into students having high self-esteem and low self-esteem. Writing test and self-esteem questionnaire were utilized to gather data. Multifactor Analysis of Variance ANOVA 2 x 2 test and Tukey test were employed to analyze the data after normality and homogeneity tests were undergone. The results indicate that: (1) PLEASE strategy is more effective than RAFT strategy for writing; (2) Students having high self-esteem are better in writing than those having low self-esteem; and (3) There is an interaction between the strategies and the students’ self-esteem. It suggests that PLEASE strategy is an effective strategy for writing compared to RAFT strategy. Further researches comparing PLEASE strategy to other strategies, techniques, or methods and collaborating it with media and innovative materials for writing are encouraged.
An Analysis of Students’ Problem in Writing a Personal Letter at 11th Grade of MAN 4 Agam Arnelia, Mutia Rahmi; Syahrul, Syahrul
FOSTER: Journal of English Language Teaching Vol. 2 No. 2 (2021): 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.v2i2.42

Abstract

There were some students’ problems that the writer found at MAN 4 AGAM. First, some students could not develop their ideas when writing. Second, some students were confused about using tenses. Next, some students had limited vocabulary. The last, some students were wrong in diction. This research aimed to discover the students’ problems in writing personal letters and the causes of students’ problems in writing personal letters. In this research, the researcher used mix method by using descriptive design. The mixed-method was the combination of quantitative and qualitative research. The informants of this research were the students of the XI IS-1 class, which consisted of 19 students. The data were obtained through documentation and interview. This research found five aspects of students’ problems in writing a personal letter—the problems which percentage 18,2 % was content. The second was organization, with a percentage of 15,4 %. Next, the student's problem in grammar was 25,3 %. After that, the problem of vocabulary was 23,2 %. The last, mechanics’ problem was 17,7 %. Therefore, from the percentage, the most common of students’ problems was grammar. There were some causes why students got a problem in writing a personal letter. There was the psychological, linguistic, and cognitive problem. Thus, based on an interview with some students, the most cause of the problem was linguistic problems.
Students' Analyses toward Grammatical Errors on Social Media's Posts: Case Study in Politeknik Negeri Medan Orli Binta Tumanggor; Aprilza Aswani; Winda Syafitri
FOSTER: Journal of English Language Teaching Vol. 2 No. 2 (2021): 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.v2i2.44

Abstract

Learning a second or foreign language is quite different from acquiring the first language or mother tongue. There are some differences found in different languages including the grammatical pattern. It tends to make the learners have errors in writing or speaking English. This study investigated the students’ analyses toward grammatical error on social media posts. The subject of research are 15 students of Politeknik Negeri Medan majoring computer engineering.There were 20 errors found by students which were further analyzed by using surface taxonomy theory. This study showed that the students’ analyses were dominantly on misformation analysis, followed by omission, addition, and misordering analysis. Misformation is the highest rate of errors found as it actually covers many grammar topics in english such as tenses, participle, verbal sentence, nominal sentence, part of speech, and others as analyzed by students on social media posts. Besides, no students found blends analysis, it might due to their lack of knowledge of blends itself. Key word: Grammatical error, social media, surface taxonomy theory
The Correlation between Students’ Anxiety and Speaking Performance at The Second Grade In SMAN 1 Pantai Cermin Kabupaten Solok in Academic Years 2019/2020 Oktavia, Peni; Syahrul, Syahrul
FOSTER: Journal of English Language Teaching Vol. 2 No. 2 (2021): 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.v2i2.46

Abstract

ABSTRACT The background of this research was the presence of anxiety among some students in their English Speaking activities in the school. In language learning, anxiety influenced speaking performance. Therefore, the researcher conducted observations and interviews to finding the real condition. In addition, some students had anxieties when speaking English because anxiety had an effect on performance while some other students had no problems. Relate to this condition, the researcher wanted to investigate the correlation between students’ anxiety and speaking performance at the second grade of SMAN 1 Pantai Cermin Kabupaten Solok Academic years 2020/2021. This research used quantitative approach in the type of the correlation design. The population of this research was all class of the second grade in SMAN 1 Pantai Cermin and all of them became sample because they were less than hundred. The data was got by questionnaire and documentation. The students fill the questionnaires directly relate to their anxiety in speaking. The questionnaires was adopted and adapted from foreign language classroom anxiety scale (FLCAS) developed by Horwitz (1986). The data of the documentation were taken from the students’ final scores in the speaking.To analyze the data, the researcher used the SPSS version 20 for windows. In analyzing the data, the researcher used Person Product Moment formula to find out the significant correlation, to find out the correlation direction and to find out the correlation magnitude of students’ anxiety and speaking performance. The results of the research showed that there was a correlation between students’ anxiety and speaking performance at the second grade of SMAN 1 Pantai Cermin academic years 2019/2020. The researcher found that the coefficient of correlation between students’ anxiety and speaking performance at the second grade of SMAN 1 Pantai Cermin was 0,146. The correlation was positive and significant. It means that Ho is rejected and Ha is accepted. Thus, there is a positive correlation between students’ anxiety and speaking performance at the second grade of SMAN 1 Pantai Cermin. Based on the result of the research, it can be conclude that if the students have high anxiety automatically she/he have low ability in speaking performance or when the students have low anxiety automatically she/he have high ability in speaking performance.

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