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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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The Implementation Mind Mapping Method to Improve Reading Comprehension of the Eleventh Grade Students of SMA Negeri 5 Palu Labaso, Arini; Marhum, Mochtar; Dewi, Anjar Kusuma
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.v7i1.301

Abstract

This study investigates the implementation of the Mind Mapping method to improve reading comprehension among eleventh-grade students at SMAN 5 Palu. The purpose of this study is to examine the effect of mind mapping on students’ reading comprehension. A quantitative experimental design was employed, with the sample divided into two groups: an experimental group of 35 students taught using the mind mapping method and a control group of 31 students taught through conventional instruction. Pre-tests and post-tests were administered, and the results showed that students taught using mind mapping had better reading comprehension. The data analysis indicated that the mean pre-test score of the experimental group was 46 and the control group 51, which increased after the intervention to 75 for the experimental group and 61 for the control group. An independent sample t-test was conducted, resulting in a t-count of 7.261 compared to a t-table value of 1.997, with 64 degrees of freedom and a significance level of 0.05. Since the t-count exceeds the t-table, the hypothesis is accepted. These findings demonstrate that mind mapping is effective in enhancing reading comprehension, and English teachers are recommended to apply this technique as an easy and effective strategy to help students understand texts
EFL Students’ Perceptions of Pocket Book Use in Vocabulary and Speaking Development: A Case Study Oktavia, Anida Feni; Susilowati, Tintin
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.v7i1.312

Abstract

Vocabulary mastery is a major problem for EFL learners, especially in the active use of vocabulary in speaking skills. This problem is often caused by teaching materials that are not practical, less contextual, and do not support independent learning. Therefore, this research aimed to explore EFL students' perceptions of the use of pocket books in vocabulary and speaking skills. This study used a qualitative case study design involving 24 students who are members of the Language Student Activity Unit at universities. Data was collected through interviews and supported by questionnaire data, then analyzed using an interactive model. The results of the study show that students view pocket books as a medium that helps enrich vocabulary and speaking practice. Clear layouts, concise explanations, and ready-to-use phrases help reduce cognitive burden and support vocabulary memory, fluency, and student confidence. The novelty of this research lies in its focus on EFL students at the university level regarding the use of pocket books for vocabulary enrichment and speaking practice in the context of language learning outside the classroom. The results of this study show that pocket books have the potential to be an effective supporting learning medium to improve vocabulary mastery and speaking skills.
Exploring Visually Impaired Students' Experiences with NVDA in Learning English: A Case Study in Inclusive Education Kusumaningtyas, Lintang; Rochmahwati, Pryla
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.v7i1.314

Abstract

This study aimed to examine the experiences of visually impaired students in utilizing Non-Visual Desktop Access (NVDA) as a medium for English language learning in an inclusive classroom at SMA Muhammadiyah 1 Ponorogo, Indonesia. This research used a qualitative method with a case study approach. Three visually impaired students were sampled for the study. Data collection was conducted through an interview and observation method. The data was analyzed qualitatively with the help of thematic analysis. The research was also guided by the Technology Acceptance Model and the Constructivist Learning Theory. The study found that NVDA is an effective medium for English language learning for visually impaired students. It helps the students access English language texts easily. NVDA also helps the students to be independent and build confidence in completing English language learning tasks. However, the research also found that NVDA has some limitations. It cannot handle non-text and multimodal content such as images, tables, graphs, and visually dense presentation materials. The research concluded that NVDA is not only an assistive technology but also a pedagogical support for English language learners.
The Use of Digital Storytelling in Improving Students’ Speaking Skills at MTs Madani Alauddin Pao-Pao Basri, Nurhasna; Tahir, Muhammad; Muhayyang, Maemuna
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.v7i1.315

Abstract

This study aims to investigate the use of digital storytelling as a learning medium to improve students’ speaking skills. Specifically, it examines whether the implementation of digital storytelling significantly enhances students’ ability to speak English and explores students’ perceptions toward its use in the learning process. This research used a quantitative approach with quasi experimental design. The population of the research was the eighth-grade students. The sample was 20 students as experimental class and 20 students as control class20 students in the experimental class and 20 students in the control class.The researcher used test and questionnaire as the instruments of this research. The researcher used a speaking test and a students’ questionnaire as the instruments of this research. This research analysed the effect of using digital storytelling in improving students’ speaking skills. The design of this research was a quantitative research through quasi experimental using a non-equivalent group design. Quasi experimental in this research to measure the effect of the objects being experimented with. The result showed that the mean score of pre-tests in the experimental class was 51.8, and in the control class was 52.4. and the mean score of the experimental class in the post-test was 66.5, and the control class was 58.61. There was a significant effect of the mean score between the two groups on students’ speaking skills in using digital storytelling, but not in MTs Madani Alauddin Pao-pao. Questionnaire responses were analysed descriptively to determine the mean score of 4.075 shows that students’ attitude in the affective component belongs to the Positive category. The study concluded that the use of digital storytelling has a positive impact on students' speaking skills at MTs Madani Alauddin Pao- pao. Students feel more confident, more creative, and can better organise their ideas. Despite challenges in terms of technical skills and the time required to create digital stories, the benefits gained from using digital storytelling are significant in improving students' speaking skills.
Developing Intercultural Competence through Digital Storytelling: A Cross-Cultural Collaboration between Indonesian and Filipino EFL Students Azizah, Siti; Setiawan, Slamet; Adi Nugroho, Himmawan
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

Abstract

This qualitative case study presents an effective pedagogical model for cultivating intercultural competence (ICC) and digital citizenship among Indonesian and Filipino English Foreign Language (EFL) students through cross-cultural collaboration. Despite the recognized effectiveness of Project-Based Learning (PBL), a gap exists in the literature that explicitly examines how PBL and digital platforms can simultaneously foster ICC through collaborative digital content creation among the distinct Southeast Asian student population. Investigating the collaborative process behind the creation of the digital story ‘One Sea, Two Cultures,’ the study reveals that digitally mediated PBL is a powerful method for achieving higher levels of ICC; the process facilitated a critical shift from basic cultural appreciation to a deeper understanding of shared maritime heritage, enhancing participant sensitivity, empathy, and openness. Furthermore, digital tools like Canva were instrumental in overcoming initial logistical and language barriers, while the project simultaneously provided an authentic context that effectively improved students’ EFL skills. This study, thus, validates the digital-based PBL approach as a credible pedagogical model for fostering responsible digital citizenship and robust cross-cultural communication in EFL instruction.
Enhancing EFL Students’ Writing Performance through Process-Based Instruction: Evidence from Ethiopian High School Desalegn, Kifle; Hailu, Alemu
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.v7i1.318

Abstract

Developing writing performance remains a challenge for many language learners, particularly when the instructions are predominantly teacher-centered and form-oriented. The study aimed to examine the effectiveness of process-based instruction on grade ten students’ writing performance. This study employed a quasi-experimental design, as it was well-suited for comparing two intact groups. These sections were purposively selected from 10 sections of grade ten and subsequently assigned randomly to experimental (10C) and control (10D) groups, after pre-test. To ensure triangulation and strengthen validity and reliability, the study applied mixed methods comprising tests, questionnaires, and interviews. Questionnaires were administered to ten teachers and interviews to four, to examine their perceptions of the instruction. Quantitative data from paragraph tests and questionnaires were analyzed using a t-test and descriptive statistics, respectively, whereas qualitative data from interviews were examined thematically. The findings revealed a statistically significant improvement in writing performance for the experimental group (t (39) = -23.213, p < .000), supported by a strong effect size (Cohen’s d = 1.17). Moreover, process-based instruction fostered social interaction among students and develop their motivation to write, facilitating collaborative writing practices. These results underscore process-based instruction's substantial impact on learning outcomes and emphasize stakeholders to provide professional training and equip teachers with practical skills to implement this instruction effectively and to integrate it into the language curriculum. Integration of such instruction into language education system is essential for promoting students’ participation, enhancing creativity, collaborative learning, and exchanging feedback, thereby contributing to improved writing performance.
Peer Feedback and Speaking Anxiety in Indonesian EFL Classrooms: Students’ Narrative Perspective Simare Mare, Nadia; Claudio, Grand Stefan; Sinaga, Ayonia Jelita Boru; Fikri, Muhammad Subhan; Retsi, Olga Dona
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.v7i1.325

Abstract

Speaking anxiety is still a big problem for EFL learners, especially when they have to speak in front of the class. The purpose of this study is to investigate how Indonesian EFL students view peer feedback and how it can help them feel less nervous when speaking. Four third-year students from Universitas Palangka Raya's English Education Study Program were purposefully chosen to participate in a qualitative narrative inquiry design. Semi-structured interviews were used to gather data, and Braun and Clarke's thematic analysis was used for analysis. The results show that students' lack of confidence, fear of making mistakes, and negative evaluation are the main causes of speaking anxiety. Peer feedback, on the other hand, makes a positive contribution by assisting students in recognizing their shortcomings, raising awareness of their speaking performance, and progressively lowering anxiety. In contrast to teacher feedback, which is valued for its precision and detail, students view peer feedback as encouraging, less frightening, and emotionally reassuring. According to the study's findings, integrating teacher and peer feedback results in a well-rounded setting that promotes both linguistic growth and emotional health. This study provides valuable insights into classroom speaking practices despite its small sample size and reliance on interview data. It also suggests that structured peer feedback can be a useful tactic for managing speaking anxiety.
The Effects of Fun Active Learning and Visualization Strategies on EFL Students’ Speaking Skills: A Quasi-Experimental Study in an Indonesian Senior High School Zalukhu, Atalisi; Fitria Rahmawati; Mariska Intan Sari; Aliya Noor Cahyani
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.v7i1.328

Abstract

The goal of this study was to look at speaking problems among secondary school students by closely watching how their speaking skills grew during the learning process. This study used a collaborative classroom action research method, where the researchers worked together with the Year 11 English teacher at SMA N 8 Medan instead of doing the research on their own. Before the test, the average score was 58.65, but after the test, it went up to 73.78. These results show that students' speaking skills improved a lot after using the narrative approach. When comparing the scores before and after the teaching strategies were used, there was a big difference in how well the students performed. The data analysis supports the first research question by showing that using visualization tactics really helps improve the speaking skills of students at SMA N 8 Medan. More research shows that visualization tactics help students get better at speaking, as seen from the increase in scores from 55 to 96. Comparing the pre-test and post-test scores shows a big difference in student performance before and after applying the teaching strategies. The results of the data analysis confirm the first research question by showing that using visualization tactics effectively improves the speaking skills of students at SMA N 8 Medan. Further research shows that visualization tactics help students improve their speaking skills, as seen from the increase in scores from 55 to 96.
Enhancing EFL Students’ Listening Comprehension through Preparation for the TOEFL Application: Evidence from a Pre-Test–Post-Test Design Johan, Andrian Nuriza; Chasanah, Zulia
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.
English Self-Efficacy in a Faith-Based Multilingual Boarding School: A Qualitative Case Study from Indonesia Salsabila, Januba Roudloh; Sumardi, Sumardi; Putra, Kristian Adi
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.v7i1.330

Abstract

This study examines students’ English self-efficacy in an Indonesian Islamic multilingual boarding school where English, Arabic, and Indonesian are used in daily and academic interactions. Using a qualitative case study approach, data were gathered through semi-structured interviews and non-participant observations involving three purposively selected students. The findings reveal that students’ English self-efficacy is shaped by internal factors, including intrinsic motivation and personal aspirations, as well as external influences such as peer support, school programs, and limited family involvement. Students demonstrated higher confidence in informal communication but showed hesitation in formal academic contexts due to concerns about linguistic accuracy and evaluation. The school’s multilingual environment through sustained language exposure, structured vocabulary practices, and peer-led activities was found to reinforce all four sources of self-efficacy proposed by Bandura: mastery experience, vicarious experience, social persuasion, and physiological and emotional states. Despite initial challenges such as linguistic overload and adaptation difficulties, continuous engagement in the multilingual setting fostered students’ resilience and confidence over time. This study contributes theoretically by illustrating how Bandura’s self-efficacy framework operates within a faith-based multilingual boarding school context and offers practical implications for strengthening English learning in similar educational environments.

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