cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Muhammad Iksan
Contact Email
pbi@iainpalopo.ac.id
Phone
+6285242844446
Journal Mail Official
pbi@iainpalopo.ac.id
Editorial Address
Faculty of Education and Teacher Training Office Jl. Agatis, Palopo, South Sulawesi, Indonesia, 91914
Location
Kota palopo,
Sulawesi selatan
INDONESIA
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 161 Documents
 9   10   11   12   13 
Prospects and Challenges of the Peer Teaching Approach in the Intermediate EFL Classrooms of Bangladesh Shiblu, Mohammad Nazmul Haque Shikder; Akter, Tamanna; Islam, Samia; Mahmud, Md Nasim
FOSTER: Journal of English Language Teaching Vol. 5 No. 4 (2024): 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.v5i4.228

Abstract

The current study aimed to investigate the opportunities and challenges of utilizing the peer teaching approach at the intermediate level classrooms in the English as a foreign language (EFL) context of Bangladesh. The researchers employed a mixed-method approach to conduct this study. The study participants were 128 students and 15 teachers from five intermediate colleges in Bangladesh. The participants were selected through a convenience sampling technique. The researchers used two questionnaire surveys: the teacher questionnaire and the student questionnaire, to collect the study's quantitative data. A focus group discussion (FGD) was conducted with five experienced teachers to obtain in-depth information about the prospects and challenges of implementing the peer teaching approach and its policy implications. The study’s findings revealed positive perceptions of the approach at the intermediate EFL classrooms in Bangladesh to develop communication and presentation skills in the English language, learning attitude, lesson engagement, learners’ autonomy, peer feedback, etc. However, the most significant challenge to the effective implementation of peer teaching is the large class size of the institutions.
The Effect of Vocabulary Self-Collection Strategy on English Vocabulary Mastery: A Study of the Indonesian High School Students Marlia, Marlia
FOSTER: Journal of English Language Teaching Vol. 5 No. 4 (2024): 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.v5i4.236

Abstract

This study examines the effectiveness of the Vocabulary Self-Collection Strategy (VSS) in improving vocabulary mastery among first-grade students at SMAN 1 Bontomarannu. Vocabulary is essential for language proficiency, supporting communication and comprehension across listening, speaking, reading, and writing. However, traditional teaching methods, often focused on rote memorization and teacher-centered instruction, lack interactivity and fail to promote meaningful learning or long-term retention. Using a quasi-experimental design, the study compared two groups: an experimental group applying VSS and a control group following conventional methods. VSS actively engaged students in selecting, analyzing, and internalizing vocabulary from contextual readings, fostering collaboration and autonomy. In contrast, the control group relied on direct instruction and memorization. Results showed significant improvements in vocabulary comprehension and retention among the experimental group, with higher post-test scores compared to the control group. Retention tests conducted a month later confirmed that the experimental group retained more vocabulary, demonstrating the long-term benefits of VSS. This interactive, student-centered approach not only enhances vocabulary acquisition but also promotes independent learning and sustained engagement. By encouraging active participation, VSS empowers learners to take ownership of their learning, making it a valuable strategy for improving language outcomes in diverse educational contexts.
An Exploration of Students' Sociometric Status Based on Their Behaviors in the EFL Speaking Class Marlia, Marlia; Marwan, Ima Asmita
FOSTER: Journal of English Language Teaching Vol. 6 No. 1 (2025): 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.v6i1.239

Abstract

Social interaction among peers became fundamental to be scrutinized, especially in the secondary educational context, which determined the atmosphere of classroom acceptance and the positive relationship. Furthermore, sociometric status refers to the measurement to classify an individual's relationship among peers or groups of friends and the measurement indicating whether the individual is liked or disliked by their peers. This study aimed to explore students' sociometric status toward peer relationships concerning students' behaviors based on the categorization of sociometric status, especially in the EFL speaking class. Thirty-three students in the eleventh grade of the social science class were purposively selected from secondary education to participate in this study. The data were collected through an observation checklist to get students' behaviors. A rating-scale measure was distributed to the students to determine five sociometric status categories among peers. Based on the five categorization of sociometric status among students they were popular, controversial, rejected, neglected, and average have proved that the majority of the students displayed positive behaviors which categorized into highly-positive behaviors (providing assistance, providing direction, and medium-positive behaviors (providing jokes) and only few students displayed negative behaviors were categorized into highly negative-behaviors (inappropriate behaviors, angry shouting, hitting and medium-negative behaviors (noncompliance, disapproval) in the EFL speaking classroom. In conclusion, all five sociometric statuses reflected positive and negative behaviors during the learning process in the EFL classroom.
Innovation in Language and Culture Preservation Through the Development of a Trilingual Digital Dictionary: Batak Toba – Indonesian – English Tumanggor, Orli Binta; Syafitri, Winda; Khairani, Suci; Sinambela, Lamtiur
FOSTER: Journal of English Language Teaching Vol. 6 No. 2 (2025): 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.v6i2.241

Abstract

Language is a vital part of human culture and reflects the identity of a community. Over time, many regional languages face extinction due to a decline in native speakers. One such language is Batak Toba. Its use is decreasing among younger generations because of factors like migration, inter-ethnic marriages, and the growing dominance of Indonesian and foreign languages. If this trend continues, Batak Toba may disappear in the coming generations. This study aims to preserve the Batak Toba language and culture by developing a Trilingual Digital Dictionary (Batak Toba – Indonesian – English). The development follows the 4-D model, which includes defining, designing, developing, and disseminating. The dictionary is evaluated based on its validity, practicality, and effectiveness. The research starts with several analyses: front-end, student, language, task, concept, and goal setting. Then, research instruments are created, media and formats are selected, and an initial prototype is developed. This first version is validated by experts, revised, and tested in classroom settings. Data from these evaluations are analyzed to determine whether the product meets quality standards. The result is a final version of the digital dictionary that is proven to be valid, practical, and effective for language preservation.
Personality and Proficiency: Investigating How Extrovert-Introvert Traits Relate to English Speaking Performance Korah, Fernoldion Juliano France; Sengkey, Virginia Gabrella
FOSTER: Journal of English Language Teaching Vol. 6 No. 2 (2025): 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.v6i2.242

Abstract

This study examines the correlation between extrovert-introvert personality types and speaking performance among tenth-grade students at a private high school in Manado, North Sulawesi during the 2024/2025 academic year. Using a quantitative approach, this research employed both correlational and comparative designs to explore whether personality traits impact speaking performance. A sample of 104 students completed the Eysenck Personality Questionnaire (EPQ), categorizing them into extrovert, introvert, and ambivert groups. Speaking performance was measured through mid-test scores in English-speaking class. The results indicate no significant correlation between personality type (extrovert and introvert) and speaking performance, with Pearson correlation coefficients of 0.232 (extrovert) and 0.231 (introvert) showing weak, non-significant relationships. However, comparative analysis via t-tests revealed a significant difference in performance between personality types, with introverted students achieving higher mean scores (M = 86.93, SD = 10.13) than extroverted students (M = 81.73, SD = 14.32), suggesting greater performance consistency among introverts.
The Role of Project-Based Learning in Fostering Students’ Writing Creativity: A Perception-Based Study Hawaena, Sitti; Nurhaya; Adisaturrahimi, Andi
FOSTER: Journal of English Language Teaching Vol. 6 No. 1 (2025): 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.v6i1.247

Abstract

The purpose of this study is to examine students' perceptions of the effectiveness of Project-Based Learning (PBL) in enhancing creative writing skills. Utilizing Robbins' framework of perception—acceptance, understanding, and evaluation—this research employs a qualitative methodology. The participants consisted of twenty students selected purposively from a larger literacy organization at STKIP ABMUL, Dampal Selatan. Data collection instruments included observational checklists and semi-structured interviews. The findings reveal that the PBL model significantly contributes to the improvement of students' writing abilities, particularly in fostering creativity, imagination, and critical thinking. The participants expressed increased motivation and interest in writing, particularly in crafting short stories. As an outcome of their engagement with PBL, a student-initiated literacy organization was formed, serving as a collaborative space to nurture creative expression through written work.
Gamification in ELT: A Systematic Review of Its Effects on Learner Engagement and Motivation Ashfiah, Dzul; Rafi’ah Nur; Salasiah Ammade; Ammang Latifa; Syawal
FOSTER: Journal of English Language Teaching Vol. 6 No. 1 (2025): 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.v6i1.248

Abstract

Gamification is gaining increasing attention in English Language Teaching (ELT) as a strategy to increase learner engagement and motivation through game elements such as points, badges, leaderboards, and digital platforms such as Kahoot, Duolingo, and Quizizz. This Systematic Literature Review (SLR) analyzes 30 empirical studies published between 2021 and 2025 using the PRISMA framework to investigate the effects of gamification on learner motivation and engagement. The review finds that gamification generally has a positive impact on learner participation and enjoyment, increasing intrinsic and extrinsic motivation. However, challenges remain regarding the long-term sustainability of these motivational benefits and the risks of over-reliance on extrinsic rewards. The analysis also reveals that while digital tools dominate gamification in ELT, the use of mixed or adaptive strategies is limited. Furthermore, little research addresses the long-term effects of gamification on language proficiency and skill retention. These findings highlight the need for future research to explore adaptive gamification models, the integration of non-digital elements, and their alignment with pedagogical principles. This review offers valuable insights for educators and curriculum developers who wish to implement effective and sustainable gamification strategies in ELT.
Peer Group Activities: A Comprehensive Approach to Reduce Speaking Anxiety in EFL Classrooms Marlia, Marlia
FOSTER: Journal of English Language Teaching Vol. 6 No. 2 (2025): 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.v6i2.250

Abstract

This study examined how practical peer group activities helped Indonesian first-grade high school students improve their English speaking skills and reduce their speaking anxiety. Through an explanatory mixed-method research design, the study methodically investigated the linguistic and psychological effects of collaborative learning strategies in EFL situations at SMAN 13 Pangkep throughout the 2024–2025 academic year. After being randomly selected, forty-four students were split equally into two groups: the experimental group received set-up peer group interventions. In contrast, the control group proceeded to use conventional solo learning strategies. The multi-instrument methodology used validated anxiety questionnaires derived from the Psychological and Sociocultural Anxiety Scale (PSCAS), semi-structured interviews, structured classroom observations, and standardized speaking assessments to collect thorough quantitative and qualitative data. According to statistical analysis, the experimental group's mean anxiety levels decreased from 64.95 to 56.09, significantly improving compared to the control group's more modest fall from 64.86 to 60.54 (p=0.029). At the same time, the experimental group's mean performance scores increased from 49.36 to 65.90, which was a substantial improvement above the control group's from 46.33 to 56.18 (p=0.009). Qualitative data supported these statistical findings, as participants described peer group activities as helpful, engaging, and life-changing for their language learning process. The collaborative task division, mutual feedback, and knowledge sharing created a supportive environment that students especially enjoyed. These factors combined to lower anxiety and boost confidence in oral communication. Significant empirical evidence is presented in the study to support the incorporation of organized collaborative learning practices as a successful educational intervention for addressing the complex relations between social, emotional, and psychological aspects that affect language acquisition. These results provide essential information for developing curricula and instructional strategies that build communicative competence and reduce language anxiety in teenage EFL learners in Indonesian classrooms.
The Accuracy of ChatGPT in Translating Colloquial Terms in Dawan Language Aprianti, Iis; Rahayu, Yoni; Dinamika, Soraya Grabiella; Nasution, Muhammad Muslim
FOSTER: Journal of English Language Teaching Vol. 6 No. 2 (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.v6i2.251

Abstract

ChatGPT, a multilingual translation application has made intercultural conversation simpler including local language. However, ChatGPT's translation accuracy should be reviewed due to limits in recognizing domain-specific terms and cultural context. The aim of this study is to find out the translation accuracy of ChatGPT in translating colloquial terms in Dawan language. This study used qualitative method. The participants of this study were from the sixth semester English department students of University of Timor. The data source of this study was the translation result in Dawan into Indonesian language. While, the data of this study are ChatGPT’s translation result obtained from students’ word list from Dawan into Indonesian language. The result of the analysis showed showed that ChatGPT performs relatively well in translating basic vocabulary and common expressions, with 60% of the translations deemed accurate. However, the tool demonstrated significant limitations in handling culturally embedded and context-dependent terms.
Beyond Confidence: Rethinking the Role of Self-Efficacy in English Speaking Skills Carolina, Fitri; Sengkey, Virginia Gabrella
FOSTER: Journal of English Language Teaching Vol. 6 No. 3 (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.v6i3.252

Abstract

The objective of this study was to examine the relationship between students’ self-efficacy and their speaking proficiency. This quantitative research employed a descriptive and correlational design. Data were collected from 85 ninth-grade students at SMP Advent UNKLAB. Descriptive mean analysis and the Pearson Product-Moment Correlation Coefficient were utilized to address the research questions. The results indicated that: (1) students’ self-efficacy was measured at a mean score of 3.93, reflecting a high level; (2) students’ speaking ability scored an average of 95.18, categorized as very good; (3) the correlation analysis yielded a p-value of 0.429 and an R-value of -0.156, demonstrating no significant relationship between self-efficacy and speaking ability. Consequently, given the absence of a significant correlation between these variables, further investigation into other factors that may potentially influence students’ speaking ability is recommended.

Page 11 of 17 | Total Record : 161

 9   10   11   12   13 

Filter by Year

2020 2026


Reset
Filter By Issues
All Issue Vol. 7 No. 1 (2026): FOSTER JELT Vol. 6 No. 4 (2025): FOSTER JELT Vol. 6 No. 3 (2025): FOSTER JELT Vol. 6 No. 2 (2025): FOSTER JELT Vol. 6 No. 1 (2025): FOSTER JELT Vol. 5 No. 4 (2024): FOSTER JELT Vol. 5 No. 3 (2024): FOSTER JELT Vol. 5 No. 2 (2024): FOSTER JELT Vol. 5 No. 1 (2024): FOSTER JELT Vol. 4 No. 4 (2023): FOSTER JELT Vol. 4 No. 3 (2023): FOSTER JELT Vol. 4 No. 2 (2023): FOSTER JELT Vol. 4 No. 1 (2023): FOSTER JELT Vol. 3 No. 4 (2022): FOSTER JELT Vol. 3 No. 3 (2022): FOSTER JELT Vol. 3 No. 2 (2022): FOSTER JELT Vol. 3 No. 1 (2022): FOSTER JELT Vol. 2 No. 4 (2021): FOSTER JELT Vol. 2 No. 3 (2021): FOSTER JELT Vol. 2 No. 2 (2021): FOSTER JELT Vol. 2 No. 1 (2021): FOSTER JELT Vol. 1 No. 2 (2020): FOSTER JELT Vol. 1 No. 1 (2020): FOSTER JELT More Issue