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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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Managing Learning: Mistakes Feedback Oral and Written Work Wisran, Wisran; Furwana, Dewi; Zainuddin, Andi Husni A.; Tanjung, Fauziah
FOSTER: Journal of English Language Teaching Vol. 6 No. 1 (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.v6i1.299

Abstract

This study explores the critical role of mistakes and feedback in the learning process, focusing on the management of student performance in oral and written assessments. Mistakes are considered an inherent part of learning, so this study discusses strategies to effectively assess student performance, provide timely feedback, and create an environment that encourages continuous improvement. The first part of this study highlights that mistakes can be valuable learning opportunities. The study delves into the details of providing feedback in oral tasks, including how to deliver constructive feedback, encourage student reflection, identify areas for improvement, and motivate active participation in the learning process. The next section of the study addresses another crucial aspect of feedback, focusing on written assessments. It emphasizes effective methods to provide feedback to help students refine their writing skills. Additionally, it discusses how feedback can foster a growth mindset, increase resilience, and create a positive learning environment. The conclusion of this study advocates a holistic approach to learning, recognizing the role of mistakes while emphasizing the transformative impact of constructive feedback. By addressing both oral and written components, this study offers insights into effectively managing learning and creating an educational environment that supports continuous growth and improvement.
Collaborative Discussion in Vocabulary Learning through Short Stories: Students’ Perceptions in an Indonesian EFL Context Asti, Astuti Alawiyah; Rosalinah, Yanti
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.v6i4.298

Abstract

Vocabulary acquisition is a major challenge in learning English as a Foreign Language (EFL), but research exploring students' perceptions of vocabulary learning through collaborative discussion is still limited. This study explores the perceptions of students at SMP Harapan Cibiutng regarding vocabulary learning through short stories using a collaborative discussion approach. Using a descriptive qualitative method, three participants from grade IX (high, medium, and low levels) were interviewed and observed. The results of the study show four main findings: 1) Students applied gradual scaffolding at three levels of ZPD (individual-peer-teacher); 2) Collaborative discussion resulted in psychological transformations including cognitive changes (from not understanding to understanding), affective changes (from doubt to confidence), and social changes (from individual to group); 3) Functional vocabulary was used to understand the story content and communicate; 4) Learning took place through the construction of shared knowledge, which included horizontal scaffolding, dialogic learning, and affective solidarity. These findings indicate that vocabulary learning through short stories with collaborative discussion is a comprehensive process involving gradual stages, social cooperation, and the use of functional vocabulary. This study provides practical implications for teachers in applying a gradual scaffolding model and creating a learning environment that supports students' psychological transformation.
Exploring English Education Post Graduated Students’ Perfections of ChatGPT as Subtitute for Traditional Reading: A Case of Universitas Negeri Makassar Tahir, Muhammad; Jahrir, Andi Sahtiani
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.v6i4.310

Abstract

The rapid integration of artificial intelligence into higher education has reshaped how postgraduate students approach academic reading and learning. This study explores postgraduate English Education students’ perceptions of ChatGPT as a substitute for traditional reading, focusing on how the tool influences their cognitive engagement and reading behaviour. Anchored in the Technology Acceptance Model (TAM), Cognitive Offloading Theory, and Reading Literacy Theory, the research employs a quantitative survey design involving 108 master’s students from the Graduate Program of Universitas Negeri Makassar. A structured questionnaire measured four constructs: Perceived Usefulness (PU), Perceived Ease of Use (PEOU), Cognitive Offloading (COG), and Reading Habits Impact (RHI). Data were analysed using descriptive statistics, correlation, and reliability testing. The findings reveal that students perceive ChatGPT as highly useful (M = 4.23) and easy to use (M = 4.35). These positive perceptions correlate strongly with cognitive offloading (r = 0.61), indicating frequent reliance on ChatGPT to simplify learning tasks. However, a significant negative correlation between cognitive offloading and reading habits (r = –0.54) suggests that increased dependence on ChatGPT reduces students’ motivation for traditional reading. Overall, the study highlights a dual outcome, while ChatGPT enhances learning efficiency and accessibility, it simultaneously contributes to the decline of deep reading practices. The results underscore the need for balanced AI integration that promotes critical reading, reflective thinking, and responsible technology use in postgraduate education.
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.
Developing Multimodal PowerPoint Animations for Enhancing Students’ Reading Comprehension: A Research and Development Study Lestari, Aulia; Yahya, Amalia; Said, Yuyun Ruqiyyat
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.v6i4.269

Abstract

This study aimed to develop an interactive English PowerPoint animation to improve junior high school students’ reading comprehension and to identify the most effective interactive features for reading instruction. Using a Research and Development (R&D) approach based on the 4D model, the study was limited to the define, design, and develop stages. The participants were one English teacher and 20 ninth-grade students at SMPN 7 Palopo. Data were collected through questionnaires, interviews, expert validation, and classroom try-outs. The results showed that the developed media was highly effective, achieving a mean score of 3.61 and an effectiveness rate of 90.25% (“Very Good”). Expert validation confirmed high feasibility in terms of content, language, design, and interactivity. Key features contributing to its effectiveness included animated text and images, interactive quizzes, educational games, vocabulary audio, and reading materials adapted from students’ textbooks. These features enhanced students’ engagement, motivation, and comprehension during reading activities. The novelty of this study lies in the integration of curriculum-aligned reading texts, multimodal animations, and game-based interactive elements within a single PowerPoint-based medium that functions fully offline. This design offers a practical and accessible solution for schools with limited internet access. The findings indicate that interactive PowerPoint animation can support more student-centered reading instruction and serve as an effective alternative to traditional textbook-based learning in EFL classrooms.
Exploring the Role of Educational Technology in Shaping University Students’ Learning Interest Saputra, Tri Endar Yogi Setiadi; Yusni, Yusni; Surahim, Irsyam; Syamsuddin, Syachrir
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.v6i4.336

Abstract

This study explores the role of educational technology in shaping university students’ learning interest. The research problem focuses on how educational technology contributes to shaping students’ learning interest at the University of Mega Buana Palopo. The objective of this study is to examine the role of educational technology in influencing university students’ learning interest at the University of Mega Buana Palopo. This research employed a qualitative research design. The researcher applied a purposive sampling technique to collect the data, with special consideration given to students who had high average scores in class, particularly in English. Data were collected through interviews, observations, and documentation. Based on the findings, the researcher concluded that educational technology plays a significant role in the learning process, particularly in enhancing students’ learning interest. The results indicate that the use of educational technology has a very positive impact on the learning process by providing access to a wide range of learning resources and making learning more interactive. In addition, educational technology makes it easier for students to access information and complete assignments. Technology also influences the learning process by offering abundant information and enhancing digital literacy, which ultimately makes learning more engaging for students.
Teaching Religious Moderation through Literature a Teaching-Oriented Reading of Yusuf Azeem is Not a Hero Dahlan, Dahlan
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.v6i4.393

Abstract

In the contemporary global context, religious moderation has become an essential educational agenda, particularly in societies marked by religious diversity and historical trauma. Following the September 11, 2001 attacks, Islam and Muslim communities in the United States experienced intensified suspicion, stereotyping, and discrimination, commonly conceptualized as Islamophobia. This condition presents not only a social and political problem but also an educational challenge for universities seeking to promote tolerance, empathy, and peaceful coexistence (Allen, 2010). This teaching-oriented article examines how religious moderation can be taught through literary texts by analyzing Yusuf Azeem Is Not a Hero (2021) by Saadia Faruqi. Employing a qualitative descriptive method and the perspective of genetic structuralism, the study explores the relationship between the author’s social background as a Muslim American, the post-9/11 socio-historical context, and the novel’s narrative strategies in responding to Islamophobia. The analysis reveals that the novel embodies core values of religious moderation, including moral exemplarity, courage in articulating religious identity, tolerance and interfaith interaction, and literature as a medium of peacebuilding. By reconstructing the analysis into a pedagogical framework, this article demonstrates that literature can function as an effective learning resource for teaching religious moderation in higher education. The findings contribute to literary studies, religious education, and curriculum development by positioning fiction as a transformative tool for countering religious prejudice and fostering inclusive citizenship.
The Implementation of the Communicative Approach in Teaching English: A Qualitative Study at British English School Makassar Syamsuddin, Syamsuddin; Ruing, Fentry Hernaningsi
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.v6i4.400

Abstract

This study investigates the implementation of the communicative approach in teaching English at British English School Makassar, Indonesia. Unlike most existing studies on Communicative Language Teaching (CLT) in Indonesia, which predominantly examine formal secondary or higher education settings, this study offers a context-specific analysis of CLT practices within a private language school. Employing a qualitative research design, the study involved three English teachers and thirty students selected through purposive sampling. This study concludes that the communicative approach is pedagogically effective in enhancing students’ speaking and listening skills through communicative classroom practices that promote active participation and authentic language use. Teachers and students generally perceived the approach positively, reporting increased confidence and willingness to use English, although student engagement varied according to prior learning experiences and linguistic readiness. Nevertheless, the implementation of the communicative approach was shaped by contextual constraints, including large class sizes, limited access to authentic instructional resources, learners’ previous exposure to teacher-centered instruction, differing proficiency levels, affective barriers, and time limitations. This study contributes novel empirical evidence to the CLT literature by illuminating how communicative principles are adapted, negotiated, and constrained within a private language school in Makassar as an underrepresented context in Indonesian EFL research.
The Implementation of the Merdeka Belajar Curriculum and Its Impact on Students’ Motivation in Learning English at MAN Palopo Mulyani, Annisa Gita; Santaria, Rustan; Jufriadi, Jufriadi
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.v7i1.266

Abstract

This research investigates the impact of the Merdeka Belajar Curriculum on students’ motivation to learn English at MAN Palopo. As a newly introduced educational approach in Indonesia, the Merdeka Belajar Curriculum emphasizes student-centered learning, autonomy, and the development of individual interests and competencies. The study adopts a qualitative descriptive method, using observations, interviews, and documentation to gather data from English teachers and 11th-grade students involved in the curriculum implementation. Findings reveal that the curriculum has significantly influenced students’ motivation in learning English. Many students reported feeling more engaged, confident, and enthusiastic in participating in English learning activities. They also showed improvements in both their spoken and written English skills. Despite these positive outcomes, the implementation process faces several challenges, including inadequate school facilities, limited teacher preparedness, and a lack of ongoing professional development. Nonetheless, when implemented effectively, the Merdeka Belajar Curriculum has the potential to enhance students’ intrinsic motivation and foster a more meaningful English learning experience.
Code-Switching Practices among English Teacher in Early Childhood in Bilingual Education Sulistiya Ningsih, Ratih; Sutapa, Gatot; Regina, Regina; Susilawati, Endang
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.v7i1.282

Abstract

This study aims describe how English teacher use code-switching practices in the classroom. The participants of this study are four teachers with experience teaching in kindergarten in Pontianak. This study was qualitative approach through case study. The data were collected by in-depth interviews. The result of this study that teachers used three types of code-switching: tag-switching, inter-sentential switching, and intra-sentential switching. These strategies were primarily employed to clarify instructions, manage classroom behavior, build rapport, and adapt to students’ varying levels of English proficiency. The frequency and manner of code-switching were also influenced by the children’s age group and the teachers’ years of teaching experience. Teachers of younger learners tended to switch languages more frequently to ensure comprehension, while more experienced teachers applied code-switching more selectively and strategically. This study concludes that code-switching should not be viewed as a sign of linguistic deficiency but rather as a responsive and effective pedagogical tool. Further research is recommended to examine the long-term impact of code-switching on bilingual development and to investigate its implementation in broader educational contexts.

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