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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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Pre-Service Teacher’s Perceptions of Disainary for Learning English Scientific Vocabulary: A Qualitative Study Rohmani, Lucky Amatur Rohmani; Awwalia , Luthfi; Zahrotin , Anis
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.v7i1.331

Abstract

The globalization of science has reinforced English as the dominant language of scientific communication, requiring pre-service science teachers to acquire sufficient mastery of English scientific terminology for academic and professional success. However, many pre-service teachers in Indonesia face persistent challenges, including limited vocabulary, low confidence, and insufficient access to effective learning media. To address these issues, digital tools such as Disainary, a multimodal web-based dictionary designed for scientific terms, have been introduced as innovative learning resources. This study aims to explore pre-service science teachers’ perceptions and experiences of using Disainary in vocabulary learning. Employing a descriptive qualitative design, data were collected through semi-structured interviews and classroom observations with 30 participants across several universities in Indonesia. This used purposive sampling technique to employ the participants. The findings indicate three major themes: (1) vocabulary acquisition through repetition and multimodality, (2) increased motivation and engagement, and (3) challenges and limitations. Participants highlighted that Disainary facilitated repeated encounters with scientific terms through definitions, contextual examples, and pronunciation features, which enhanced comprehension and retention. Moreover, the tool’s accessibility and scientific contextualization motivated learners to engage with vocabulary more actively. Despite these benefits, participants emphasized the need for expanded lexical coverage, additional exercises, and the visual elements to optimize learning. The study concludes that Disainary holds strong potential as a digital learning tool to bridge the gap between English vocabulary acquisition and science literacy in teacher education. Implications suggest that integrating multimodal digital tools can not only enhance pre-service teachers’ language proficiency but also prepare them for effective knowledge transmission in globalized science classrooms.
Deep Learning-Based Local Literature Instruction and Cultural Identity Development in Higher Education: A Literature Review Ahaya, Sri Meiti Anggraini; S. Malik, Harto
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.v7i1.332

Abstract

Local literature learning plays an important role in higher education by supporting the preservation of cultural values and the development of students’ cultural identity. When implemented through a deep learning approach, literature education can foster meaningful understanding, critical reflection, and culturally grounded learning experiences. Accordingly, this study aims to examine (1) the contribution of local or regional literature education to students’ cultural identity development in higher education; (2) the pedagogical applications of deep learning approaches in literature and cultural studies; and (3) how the integration of local literature and deep learning enhances students’ cultural awareness and social sensitivity. This study employs a systematic literature review design by analyzing 19 peer-reviewed journal articles published within the last ten years. The findings indicate that local literature functions as a culturally contextualized knowledge system that transmits traditional values and social meanings, thereby strengthening students’ cultural identity and sense of belonging. Deep learning pedagogy encourages higher-order thinking, reflective engagement, and contextual interpretation of literary texts. Furthermore, the integration of local literature and deep learning enhances students’ cultural awareness, empathy, and social sensitivity. In conclusion, integrating local literature learning with deep learning pedagogy offers a culturally responsive approach to literature education in higher education.
Politeness Strategies in Lecturers’ Written Corrective Feedback: A Discourse Analysis in Indonesian EFL Higher Education Siregar, Asmida Yanti; Hidayat, Didin Nuruddin; Husna, Nida
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.v7i1.334

Abstract

Previous research has explored politeness strategies in contexts such as classroom interactions and online communication; however, further investigation across diverse dimensions of educational discourse is necessary. This study examines the politeness strategies utilized by lecturers when delivering Written Corrective Feedback (WCF) to undergraduate EFL students in Indonesia. This research adopted a descriptive qualitative research design comprising data from twelve files of WCF collected from the Contrastive Error Analysis course at a public university in Indonesia. Discourse-based coding was employed to analyze the data, identifying the four maxims of politeness theory: positive politeness, negative politeness, off-record strategies, and bald-on-record expressions. The findings showed that the lecturer applied all four politeness strategies; furthermore, positive and negative politeness were the most frequently used. Positive politeness was expressed through praise, encouragement, and inclusive language to enhance students' confidence, whereas negative politeness was demonstrated through hedging, indirect suggestions, and question forms that maintained student autonomy. Off-record strategies primarily addressed higher-order issues, including coherence and argumentation, while bald-on-record strategies were limited to surface-level corrections. The findings enhance the understanding of feedback discourse and provide implications for improving feedback practices in EFL contexts, especially within Indonesian higher education.
EFL University Students’ Perceptions of TED Talks as Authentic Materials for Listening Comprehension: A Qualitative Descriptive Study Fathul Ulya, Najwa Laili; Saraswati, Girindra Putri Dewi
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.v7i1.342

Abstract

This study aims to explore university students' perceptions of using TED Talks as a learning medium to improve their listening comprehension. Therefore, this study also investigates whether TED Talks are effective for students and whether TED Talks provide benefits or challenges for them. This study involved twenty undergraduate students in their third-year of the English Education Study Program at Universitas Negeri Semarang, with three students selected for interview. This research employed a descriptive method using a descriptive qualitative approach. The data in this study were collected through questionnaires and interviews. The findings show that students generally consider TED Talks useful and effective for their listening comprehension and vocabulary. Participants also reported that TED Talks motivated them to learn listening comprehension. However, several challenges emerged, including difficulty watching without subtitles and unfamiliar words. These challenges often hindered students' ability to understand the overall message, particularly for students with lower proficiency levels. The limitations of this study include the scope of the theory which only studies the listening comprehension area and limited approaches to listening learning to the use of TED Talks as a learning medium. In addition, this study was conducted with a limited yet focused participant group. Therefore, future researchers are suggested to expand the scope of relevant listening learning theories and include more participants to broaden the area of study.
Representing Personal Experiences in EFL Students' Narrative Writing: Language Choice and Plot Structural Patterns Junaid, Junaid; Asnidar , Anin
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.v7i1.348

Abstract

This study aims to examine patterns of personal experience representation in undergraduate students’ narrative writing, focusing on (1) language choice, including diction, register, and personalization, and (2) story plot structure, encompassing chronological plots, flashbacks, and narrative turning points. The study employs a descriptive quantitative design using quantitative content analysis of students’ narrative texts. Each text was analyzed using a structured coding scheme that classified linguistic features. The study has several limitations, including a relatively small sample size and a context limited to a single institution. The sample consisted of 30 undergraduate students from the English Language Education program at Muhammadiyah University of Makassar (N = 30). Data were drawn from one study program and one institution only, and the analysis focused on narrative text products without in-depth exploration of students’ cognitive writing processes, which limits the generalizability of the findings. Data were collected through quantitative content analysis of 30 narrative writing tasks, supplemented by a short reflective questionnaire. The results reveal two dominant patterns. First, the use of highly interpersonal language, characterized by frequent first-person pronouns and emotional expressions, is positively correlated with retrospective plots or flashbacks. Second, the use of formal–descriptive language tends to be associated with linear chronological plots. The novelty of this research lies in its systematic and measurable identification of the relationship between language choice and plot structure as patterns of students’ personal experience representation, rather than treating linguistic features or narrative structures as isolated characteristics, as commonly found in previous studies. Practically, these findings imply the need for narrative writing instruction in higher education that explicitly links language choice with plot development through reflective writing tasks, practice with varied narrative structures, and rubric-based feedback to enhance the quality, coherence, and depth of students’ narratives.
Gender Representation and Equality in Children’s Digital Storybooks: A Qualitative Content Analysis of Let’s Read Asia Tambong, Eka Amori Haydi Dhisa; Farida, Alief Noor
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.v7i1.359

Abstract

This study applies a feminist-informed qualitative content analysis framework combined with a rubric-based gender equality evaluation aligned with Sustainable Development Goal 5 (Gender Equality) to examine gender representation in children’s stories published on the Let’s Read Asia platform. Thirty English-language narratives intended for learners in Grades 2–4 were systematically analyzed with respect to character prominence, gendered roles and occupations, narrative agency, and stereotypical or counter-stereotypical traits. The analytical rubric operationalized gender equality through five indicators: balance of character representation, diversity of social roles, degree of agency, portrayal of character traits, and narrative outcomes, enabling a structured comparison across texts. The findings indicate a measurable shift toward more equitable gender representation, with female characters occupying a slightly higher proportion of protagonist roles (52%) than male characters (45%). Beyond character frequency, the analysis reveals substantive changes in narrative function: contemporary stories increasingly depict female characters as professionals, problem-solvers, and leaders, challenging traditional gender-role associations. However, this pattern is not uniform. Traditional folktales continue to privilege male authority and heroic agency while positioning female characters in passive or domestic roles, indicating the persistence of patriarchal narrative structures. Using the gender equality rubric, 57% of the analyzed stories were classified as actively promoting gender equality, while the remainder were categorized as neutral or inequality-reinforcing. The study’s contribution extends beyond descriptive statistics by demonstrating how rubric-based analysis can systematically identify ideological shifts and continuities within digital children’s literature. By linking textual patterns to pedagogical implications, this research provides an evaluative framework for selecting and critically using digital storybooks in English language teaching contexts, particularly those seeking to align literacy instruction with inclusive education and gender equity principles.
English-Speaking Anxiety among Preservice EFL Teachers during Teaching Practicum: A Quantitative Survey Study Asrida, Deni; Febriyanti, Siska
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.v7i1.361

Abstract

Speaking anxiety is widely recognised as one psychological obstacle to learning English as a Foreign Language (EFL). It has a substantial effect on pre-service teachers since they are expected to utilize English while they are learning how to teach. Although ample of research has examined speaking anxiety among EFL learners, empirical studies focusing on preservice EFL teachers during the teaching practicum phase remain limited particularly within Indonesian Islamic education teacher context. This research investigated the speaking anxiety of pre-service EFL teachers at UIN Mahmud Yunus Batusangkar who had completed their teaching practice. A quantitative survey design was employed, and data were collected using a speaking anxiety questionnaire. The data were analysed using descriptive statistic through SPSS version 26. The data findings revealed that the majority of participants experienced speaking anxiety (72.3%) were classified as moderate level of anxiety. Additionally, 13.9 % of participants fell into the high anxiety category while another 13.9% were categorized as having low anxiety. These results indicate that speaking anxiety is common and tangible experience although it generally remains manageable level. The findings suggest important pedagogical implications for EFL teacher education suggesting that the integration of positive teaching models, inclusive teaching simulations and helpful feedback may help reduce anxiety and help pre-service teachers to speak better. This study offers practical recommendation to strengthen preservice teachers in their language skills and better prepare them for classroom practice.
The Effects of a Game-Based Web Application on EFL Students’ Vocabulary Mastery: A Quasi- Experimental Study Aisy, Rahadatul; Dzakiah, Dzakiah; Rasmi, Rasmi
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.v7i1.363

Abstract

Vocabulary mastery is essential for learning English as it supports the development of the four language skills. However, many Indonesian students face difficulties due to uninteresting instruction and low motivation. This study aimed to examine the effect of a game-based web application (Wordwall) on the vocabulary mastery of EFL students. A quantitative quasi-experimental design was employed involving two classes consisting of 32 students each. The experimental group was taught using Wordwall, while the control group received conventional instruction. Vocabulary mastery was measured through pre-test and post-test instruments. The findings revealed that the experimental group showed significantly greater improvement than the control group, with mean post-test scores of 74.37 and 59.38, respectively. Statistical analysis confirmed that there was a significant effect of using Wordwall on students’ vocabulary mastery (t = 14.883, p < 0.05). Furthermore, the effect size analysis using Cohen’s d indicated a large effect (d = 0.86). These findings demonstrate that the use of Wordwall as a game-based web application has a significant effect on EFL students’ vocabulary mastery at the junior high school level.
Exploring Teachers’ Digital Readiness in Rural Indonesia: A Case Study of Infrastructure and Technology Access in a 3T Area citra, Citra; Karimuddin, Karimuddin; Nasir, Syarif Hidayat; Roslina, Roslina; Susi Astianti
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.v7i1.368

Abstract

This study explores teachers’ professional digital readiness in facing digital transformation by examining access to infrastructure and technology in a rural senior high school located in a 3T area of Indonesia. Using a qualitative case study design, this research involved seven teachers from a public senior high school in East Kolaka Regency, Southeast Sulawesi. Data were collected through semi-structured interviews and analyzed using thematic analysis to capture teachers’ experiences, challenges, and institutional conditions related to digital learning implementation. The findings indicate that teachers generally possess basic digital literacy and positive attitudes toward technology use. However, digital practices remain limited to fundamental tools and are not yet pedagogically integrated. Teacher digital readiness is influenced by internal factors, such as motivation, confidence, and prior experience, as well as external factors, including limited device availability, unstable internet connectivity, insufficient professional development, and unequal student access to technology. The study further demonstrates that inadequate infrastructure constrains the translation of teacher readiness into sustained digital practice. This study contributes a micro-level and contextualized understanding of teacher digital readiness in rural 3T contexts, highlighting the interplay between individual, institutional, and infrastructural factors, and offers implications for developing more inclusive and context-responsive digital education policies.
Gamified Spaced Repetition for Technical Vocabulary Learning in Vocational Engineering Education: A Quasi-Experimental Study Alviani, Alviani; Wafda, Andi
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.v6i4.407

Abstract

The abstract This research aims to analyze the effectiveness of gamification-based spaced repetition in improving the mastery and retention of civil engineering vocabulary among students of Politeknik Dewantara Palopo. The research method employed is a quasi-experimental design with experimental and control groups. The instruments used include a civil engineering vocabulary test and a motivation questionnaire. The results show a significant improvement in vocabulary mastery in the experimental group using gamified spaced repetition media. This research contributes to the application of technology-based learning methods to enhance the quality of vocational education. Furthermore, it suggests that the integration of gamification with spaced repetition provides a more engaging and effective learning environment, promoting better retention and long-term recall of technical vocabulary. The study also highlights the importance of incorporating modern educational technologies in vocational education to address the challenges of traditional learning methods. This study provides empirical evidence of the potential benefits of using gamification-based spaced repetition techniques in improving vocabulary acquisition in technical fields such as civil engineering, contributing to the advancement of educational practices in vocational training settings. As such, it has significant implications for curriculum development and the enhancement of teaching methodologies in technical education.

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