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Muhammad Iksan
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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
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Enhancing EFL Students’ Reading Comprehension and Motivation through the SQ3R Method: A Classroom Action Research Study Suarno, Indri Nurhasanah; Tahrun; Masagus Firdaus
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.v6i3.253

Abstract

This study investigates the implementation of the SQ3R (Survey, Question, Read, Recite, Review) method in a ninth-grade classroom at SMP Negeri 4 Rambang Niru, aiming to enhance both reading comprehension and student motivation. A total of 28 students participated in this classroom action research project, which spanned an academic semester. To evaluate the effectiveness of the SQ3R methodology, the research employed test cycle implementation for reading comprehension assessments, alongside a motivation questionnaire adapted from the Attitude Motivation Test Battery (AMTB). This comprehensive approach allowed for a detailed examination of the interconnected variables of motivation and comprehension. The results indicated a significant improvement in students' reading comprehension abilities and a noticeable increase in motivation levels, with 85% of participants reporting enhanced interest in reading tasks. Furthermore, the findings illustrated that utilizing a structured approach like SQ3R not only deepened student engagement but also empowered learners to take ownership of their educational experiences. This aligns with existing literature underscoring the correlation between motivation and reading outcomes and suggests that motivated students generally display improved comprehension skills. The implications of this research emphasize the necessity for educators to integrate motivational techniques into reading instruction and suggest opportunities for further research across diverse educational contexts. Future studies may explore the long-term impacts of the SQ3R method on various age groups or demographic profiles, contributing to a broader understanding of its effectiveness in different learning environments.
Teachers' Perspectives on Technology-Based Media in ELT: A Case Study in Indonesian Islamic Junior High School Sidarta, Morinda Marsilea; Asmiyah , Siti; Amaliya, Fitra
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.v6i3.226

Abstract

The use of technology-based media brings benefits for ELT; hence, teachers must understand and be proficient in using technology-based media. But apparently, there is potential that teachers may need to realise the benefits of using technology-based media in the classroom. This study explores teachers’ perspectives on the benefits of using technology-based media in English Language Teaching (ELT). To garner the data, the researchers used a qualitative approach using semi-structured interviews. The subjects were four English teachers in one of the Islamic schools in Surabaya. The findings indicate the teacher’s perspective that utilising technology-based media will yield numerous benefits, such as helping to design lesson planning, facilitating the organisation of teaching activities, raising student engagement and participation, simplifying the process of teaching material, and making it easier to assess and provide feedback to students. Therefore, this study significantly contributes to improving English teaching practices and expanding teachers’ understanding of technology-based learning media that are very beneficial when applied in English language learning.
English Lecturers’ Perceptions on the Transition to Outcome-Based Education in Indonesia: Challenges and Adaptation Prasetya, Rizky; Sofiani, Fenti
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.v6i3.249

Abstract

This study explores English lecturers’ perceptions of Outcome-Based Education (OBE), the challenges they face in its implementation, and the strategies they adopt to adapt their teaching practices. To investigate this issue, the study employed a mixed-methods approach, combining quantitative survey data from 78 English lecturers with qualitative insights from 15 semi-structured interviews. Thematic analysis of interviews provided in-depth perspectives on faculty struggles, adaptation mechanisms, and the role of institutional support. Findings indicate that while some lecturers appreciate the clarity and structure OBE brings to curriculum design, many report increased workloads, reduced teaching flexibility, and difficulties in applying rigid assessment rubrics to evaluate complex skills like critical thinking and literary analysis. However, lecturers who received targeted training and institutional backing expressed greater ease in aligning their teaching with OBE requirements. This research adds to existing studies on OBE by focusing on the perspectives of English lecturers, who are often overlooked in OBE discussions. It highlights the mismatch between standardized education reforms and the interpretive nature of English teaching. The findings suggest that policymakers and curriculum designers should avoid a one-size-fits-all approach and instead create OBE models that suit the needs of different disciplines.
Digital Literacy and Learning Interaction: An Ethnographic Study of Indonesian EFL Classrooms Mahmud, Adi F.; Mahmud, Murni; Weda, Sukardi; Munir, Munir
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.v6i3.255

Abstract

This ethnographic study examines the relationships between digital literacy and learning interactions in Indonesian EFL classes. The study seeks to elucidate the role of digital tools in mediating educational practices and interactional dynamics between educators and learners. Data were collected over six months at SMA Negeri Ternate, Indonesia, using participant observation, semi-structured interviews, document analysis, and field notes, involving five teachers and ten students. The findings suggest a triadic interactional framework, comprising learner-content, learner-instructor, and learner-learner interactions, all of which are shaped by digital integration. Students utilized multimedia resources such as YouTube and ChatGPT, promoting independence and multimodal understanding. Nonetheless, conventional assumptions of teacher authority persisted, and digital disparities frequently limited peer participation. Three cultural elements emerged: technology-enhanced instruction, enduring teacher authority, and flexible peer solidarity. The study concludes that digital literacy alters classroom dynamics, but it must be grounded in local educational and cultural norms. It necessitates culturally responsive instructional design and fair access to improve engagement and maximize the educational potential of digital literacy.
The Use of Hume AI in Speaking Assessments: Teachers’ Perceptions in Senior High School Contexts Nasution, Nisa Fahria; Armin, Diah Safithri
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.v6i3.256

Abstract

This research aims to investigate the perception of teachers about the use of Hume AI for assessing students’ speaking skills in senior high school. English teachers (n=4) from public senior high schools in North Sumatra participated in this study. This research employed a descriptive qualitative method with semi-structured interviews and field note observations. The data was examined by using thematic analysis. The result indicated that Hume AI has a positive impact on students’ enthusiasm and interest. However, several challenges hinder the optimal use of Hume AI in speaking assessments, particularly in spontaneous speaking, including their low motivation to learn English due to socio-economic factors, and insufficient access to technological infrastructure within schools. Despite these obstacles, teachers acknowledged the potential of Hume AI to enhance speaking assessment and recommended its integration as both a learning and assessment tool. These findings offer insightful information for teachers, policymakers, and AI developers looking to implement AI-based tools in language learning and assessment practices.
EFL Students’ Perceptions on Using Kahoot as a Formative Assessment Tool in Vocabulary Acquisition Yunisa Khairani, Rizki Putri; Fithriani, Rahmah
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.v6i3.258

Abstract

Technology advancement has equipped vocabulary acquisition processes within an English learning environment with digital formative assessment tools, such as Kahoot. This research aims to reveal EFL students’ perception in using Kahoot as a formative assessment tool for vocabulary learning. This research employs a qualitative method and the research instruments involve questionnaires and interviews distributed and conducted to the selected participants. A purposive sampling method is applied in this research to select the research participants. The research participants consist of EFL students who are enrolled in an English course and have played Kahoot more than five times. Thematic content analysis is utilized to analyze the collected data. The findings show that most students perceive Kahoot positively. Its game like features timers, scores, and leaderboards can help increase interest, motivation, and focus. Students reported better understanding and improved quiz results. However, a few students found it less effective due to personal learning preferences. Overall, Kahoot is seen as a fun and useful tool to support vocabulary learning and can be applied more widely in English language instruction.
Exploring the Role of TikTok in Enhancing English Learning Motivation among Indonesian Students Sitompul, Eby Delyani; Yunita, Deasy
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.v6i3.259

Abstract

This research investigates the impact of TikTok on junior high school students' English learning motivation and identifies effective content types. Using a descriptive qualitative approach with supporting quantitative data, this study involved 7 students from SMPN 2 Pandan Nauli who regularly engaged with English learning content on TikTok. Data was collected through questionnaires, semi-structured interviews, and content observation. The findings show that students feel more motivated to learn English through TikTok content, especially vocabulary tips, idiomatic expressions, and pronunciation, which are presented in an interesting, easy-to-understand, and contextually appropriate way. While TikTok cannot replace formal education, its effectiveness as a complementary learning tool depends on the quality of the content and students' ability to integrate it into their learning routines. This study recommends that educators utilize digital platforms like TikTok to foster a more engaging, flexible and meaningful English learning experience for today's generation.
Cooperative Integrated Reading and Composition (CIRC) and Learning Activeness: Their Effect on Students’ Reading Comprehension in Junior High School Dwi Wahyuni, Aelista; Yukamana, Hanni; Mulyadi, Mulyadi
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.v6i3.278

Abstract

This study examines the effect of the Cooperative Integrated Reading and Composition (CIRC) method and students’ learning activeness on the reading comprehension of seventh-grade students at SMPN 3 Rantau Bayur. Using a quantitative experimental design, two groups were involved: an experimental group taught with CIRC and a control group taught using conventional methods. Students in each group were further classified into high and low learning activeness categories. Data were collected through pre-tests and post-tests for reading comprehension, and learning activeness was assessed through observation checklists. The results, analyzed using Two-Way ANOVA, indicated that: (1) the CIRC method significantly improved students’ reading comprehension, (2) learning activeness had a significant positive effect on reading comprehension, and (3) there was no significant interaction between the teaching method and learning activeness. These findings suggest that both CIRC and learning activeness independently contribute to better reading comprehension, making CIRC an effective strategy for enhancing reading skills in junior high school students.
Pre-Service EFL Teacher Questioning Strategies During Practicum: A Case Study in Indonesia Muhaji, Uun
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.v6i4.254

Abstract

The role of teacher questioning in EFL classrooms is pivotal for fostering student engagement and language development. However, research on questioning strategies during school-based teaching practicum, a crucial phase in pre-service teacher education, remains scarce. To address this issue, a qualitative single-case study was conducted with one pre-service EFL teacher teaching 11th grade students in East Java, Indonesia. It explores the types of questions and questioning strategies employed by the teacher during teaching practicum. Data were collected through classroom observation and field notes. The findings reveal the use of five primary question types-referential, comprehension checks, display, confirmation checks, and clarification checks-alongside strategies such as rephrasing, repetition, decomposition, and simplification. These strategies were instrumental in promoting classroom interaction and supporting student comprehension. The study underscores the need for more targeted training in questioning techniques within teacher education programs to better equip pre-service teachers for effective classroom management and interaction.
Flipped Learning for Enhancing Intensive Reading Comprehension via Google Classroom: A Quasi-Experimental Study Heryatun, Yayu; Amaliah, Hanifah; Rohmawati , Cucum
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.v6i4.260

Abstract

This research delved into the efficacy of the flipped learning strategy in enhancing students' intensive reading comprehension and explored their responses to its implementation via Google Classroom. A quasi-experimental study involved 66 seventh-grade students from a state junior high school in Cilegon, strategically divided into an experimental group adopting flipped learning and a control group utilizing traditional scientific methods. Data, gathered through pre-tests and post-tests to gauge reading comprehension and questionnaires to capture student perspectives, were analyzed using SPSS. An independent sample t-test revealed that the experimental group achieved significantly higher post-test scores (80.06) compared to the control group (74.27), underscoring the superior effectiveness of flipped learning in boosting reading comprehension. Furthermore, the questionnaire results showed a predominantly positive student outlook on leveraging Google Classroom within this flipped pedagogical framework. Consequently, this study concludes that flipped learning, powerfully supported by Google Classroom, stands as a robust and well-received strategy for refining students' intensive reading comprehension

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