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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 190 Documents
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Analysis of Illocutionary Speech Acts in Bawaslu RI Podcast Episode 32: : “Pengawasan Partisipatif” With Lolly Suhenty Ana, Hamrana Hakim; Abidin, Aslan; Hasbi, Muh.
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.v7i1.344

Abstract

This study aims to examine the forms and functions of illocutionary speech acts in Bawaslu RI Podcast Episode 32: “Pengawasan Partisipatif”, featuring Lolly Suhenty as the guest speaker. The phenomenon under investigation arises from the increasing use of digital media as a means of public communication for state institutions, which requires effective language strategies to deliver persuasive messages to the public. The research employs a qualitative case study approach, as it focuses on a single communication event analyzed in depth. Data were collected through documentation techniques in the form of a full transcript of the podcast episode, supported by content analysis and a review of relevant literature. The unit of analysis consists of all utterances by the speaker that contain potential illocutionary speech acts. The analysis reveals three dominant categories of illocutionary acts: directive, representative, and commissive. Directive acts reflect invitations and encouragement for the public to participate actively in election oversight. Representative acts appear in the form of explanations, factual statements, and clarifications regarding the mechanisms of participatory monitoring. Meanwhile, commissive acts demonstrate Bawaslu’s commitment to expanding education and collaborative oversight. These three types of illocutionary acts play a crucial role in constructing persuasive communication and strengthening the relationship between Bawaslu and the public. This study contributes to the development of pragmatic research within the context of digital institutional communication and offers practical implications for Bawaslu in designing more effective public communication strategies. Future research is recommended to broaden the data sources across various podcast episodes or other digital communication platforms to obtain a more comprehensive understanding.
Exploring English Teachers’ Strategies for Writing Instruction at MAN Palopo: A Qualitative Study Putri, Alyesa Adelia; Santaria, Rustan; Jufriadi
FOSTER: Journal of English Language Teaching Vol. 7 No. 2 (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.v7i2.267

Abstract

This study investigates English teachers’ strategies for teaching writing in an Indonesian Islamic senior high school context, with particular emphasis on identifying dominant and effective instructional approaches. Employing a qualitative descriptive design, the study was conducted at MAN Palopo and involved two experienced English teachers selected through purposive sampling. Data were collected through classroom observations, semi-structured interviews, and document analysis, and analyzed using John W. Creswell’s qualitative procedures, including data transcription, coding, categorization, and thematic interpretation. The findings reveal six key strategies implemented across different stages of writing instruction: Genre-Based Approach, Cooperative Learning, Quick Write, RAFT, Journalistic Questions (5W1H), and Blooming Sentences. Among these, the Genre-Based Approach and Cooperative Learning emerged as the most dominant due to their systematic scaffolding, alignment with curriculum requirements, and ability to promote student interaction and engagement. These strategies were effectively integrated across pre-writing, while-writing, and post-writing phases, contributing to improved student writing proficiency, increased confidence, and more active classroom participation. The study highlights that the integration of structured, collaborative, and context-sensitive strategies is essential for effective writing instruction in EFL classrooms. It also underscores the need for sustained professional development and institutional support to enable teachers to adapt and implement diverse pedagogical approaches. This research contributes to the growing body of literature on context-responsive writing pedagogy in Indonesian secondary education and offers practical implications for enhancing teaching practices in similar settings.
Exploring Indonesian Undergraduate EFL Students’ Experiences of Online and Offline Peer Feedback in Argumentative Writing Kurniawati, Karisma
FOSTER: Journal of English Language Teaching Vol. 7 No. 2 (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.v7i2.311

Abstract

Writing is considered one of the most challenging skills to learn for English Foreign Learners (EFL). As a result, several students often face some problems and difficulties in writing. To solve their difficulties, the teacher and students need to apply a writing strategy that supports and helps the students in writing, such as peer feedback. This study aimed to explore the undergraduate students’ performance and quality of providing and receiving peer feedback. Then, it described their perceptions towards the offline and online peer feedback used while writing argumentative essays. This study used a qualitative interpretive study as the research design. To obtain the data, document analysis, and semi-structured interview were done by using students’ argumentative essay drafts, and interview question guidelines as the instruments. The participants of this study were 32 undergraduate students from two classes at one of the state universities in Surabaya. The results of this study showed that many changes in students' final argumentative essay drafts who used online peer feedback. Furthermore, based on the undergraduate students’ perception, peer feedback was beneficial, important, and effective to be used in writing argumentative essays. However, there were also some challenges faced by the students during the process. Luckily, they have their solutions to deal with those problems. In short, it can be concluded that peer feedback can be a good strategy that helps the students in writing.
AI Tools for Academic Writing: Insights from Indonesian Graduate Students Muthmainnah, Nur; Risdianto, Faizal; Muslim, Ahmad Bukhori; Sholichah , Anastasya Ludfie Ayu; Ayu, Ema Widia Ningrum
FOSTER: Journal of English Language Teaching Vol. 7 No. 2 (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.v7i2.324

Abstract

This study aims to identify which AI tools Indonesian graduate students use for academic writing and how aware they are of AI's use in their writing. A survey was administered to 79 graduate students to collect data for this study. The results indicate that ChatGPT is the most frequently utilized AI model, alongside various others that help improve students’ English writing and comprehension skills. The participants also demonstrated an understanding of the necessity of engaging with AI-generated writing for their academic needs and acknowledged the importance of maintaining research ethics when employing these tools. In summary, students are effectively using AI chatbots, especially ChatGPT, to support their academic writing. Their significant awareness of AI's role suggests they recognize that human contribution is still crucial in the writing process. The results of this study provide valuable insights into the AI tools that enhance academic writing among graduate students in Indonesia. It also presents the level of graduate students’ awareness of the position of AI tools in academic writing. Thus, it is advisable to reassess research ethics regarding the extent to which generative AI models can be incorporated into academic writing. Given its educational implications, universities should develop guidelines for the ethical and appropriate use of AI and clarify AI support limitations within their educational frameworks.
Integrating National Identity and Global Competence in Indonesia’s Hybrid Curriculum: A Systematic Literature Review Azmi, Khairul; Hasibuan, Kalayo
FOSTER: Journal of English Language Teaching Vol. 7 No. 2 (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.v7i2.337

Abstract

The adoption of an international curriculum in Indonesian schools creates a conceptual tension between the formation of national identity and the need for global competency development. Although the practice of hybrid curriculum is becoming more widespread, research findings are still fragmented and have not provided an adequate theoretical foundation to reconcile the two orientations. This study uses a Systematic Literature Review (SLR) with a thematic-conceptual synthesis approach to analyze the integration of national and international curricula. The search was conducted on Google Scholar, with a limit of 2016–2025. Out of a total of 127 initial recordings, 18 peer-reviewed articles met the eligibility criteria and were analyzed to map the pattern of curriculum integration and value orientation brought. The analysis identified three main integration models: additive (9 studies), subtractive (5 studies), and transformational (4 studies). The additive model shows the dominance of the practice of adding international curricula without recontextualizing grades, resulting in the fragmentation of learning objectives. The subtractive model shows the dominance of global epistemology that weakens the space for the articulation of national values. Meanwhile, transformational models, although at least quantitatively, show the highest level of coherence through the reconstruction of global competencies based on national values. A systematic review of 18 studies shows that the most sustainable curriculum integration practice and in line with the mandate of national identity formation, is a transformational model, as it links global competencies to the foundation of national values epistemologically and pedagogically. Follow-up studies are recommended to test the application of this model in the context of classroom learning and integrated assessment design.
Reproducing Power through Classroom Discourse: A Critical Discourse Analysis of Teacher–Child Interaction in Non-Formal Preschool Education Ahaya, Sri Meiti Anggraini; Basalama, Nonny
FOSTER: Journal of English Language Teaching Vol. 7 No. 2 (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.v7i2.346

Abstract

This study investigates teacher–child interaction in non-formal preschool education for children aged 0–4 years using Critical Discourse Analysis (CDA). It addresses a research gap in classroom discourse research, which has predominantly focused on formal education, while non-formal early childhood settings remain underexplored. The study aims to examine how teachers’ language organizes interaction, regulates children’s participation, and reproduces classroom power relations. A qualitative design was employed in a non-formal playgroup in Kecamatan Suwawa, Indonesia. Data were collected from eight classroom observation sessions conducted over four weeks, involving one teacher and fifteen children aged 0–4 years. Each session lasted approximately 60–90 minutes. Classroom interactions were audio-recorded, transcribed, and analyzed using Fairclough’s three-dimensional CDA framework. The findings show that teacher talk is dominated by imperative speech acts (75%), followed by interrogatives (20%) and declaratives (5%). Display questions (70%) are used more frequently than referential questions (30%), indicating that interaction remains largely teacher-directed. From a critical perspective, these patterns normalize teacher authority and limit children’s dialogic participation. The study highlights the persistence of hierarchical interactional structures in non-formal preschool settings and provides insights for promoting more participatory classroom communication.
Memory Strategies in Vocabulary Learning: Evidence from Junior High School EFL Learners Nurhafizah; Fakhruddin, Zulfah; Ambo Dalle; Mujahidah; Magdahalena Tjalla
FOSTER: Journal of English Language Teaching Vol. 7 No. 2 (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.v7i2.356

Abstract

This study investigates the use of memory strategies in vocabulary learning among junior high school EFL learners in an Indonesian Islamic school context. Although vocabulary memorization is commonly emphasized in classroom practice, limited attention has been given to how young learners cognitively process and retain lexical items. This study addresses this gap by examining the types and frequency of memory strategies used by students in a daily “password class” routine, where learners recall English words before entering the classroom. A quantitative descriptive design was employed involving 21 seventh-grade students. Data were collected using an adapted version of Gu’s (2018) Vocabulary Learning Questionnaire (VLQ 6.4), focusing on three categories of memory strategies: rehearsal, encoding, and activation. The data were analyzed using descriptive statistics and inferential analysis (One-Way ANOVA and Tukey HSD). The findings revealed statistically significant differences among the three strategies (p < .001), with encoding strategies showing the highest mean score (M = 3.70), followed by activation (M = 3.34), and rehearsal strategies (M = 2.89). These results indicate that learners tend to engage more in deeper cognitive processing, such as association, visualization, and contextual use, rather than relying solely on repetition. This study contributes to understanding vocabulary learning strategies among young EFL learners by emphasizing the roles of encoding and activation strategies in vocabulary learning. Pedagogically, the findings suggest that meaningful, communicative activities should complement memorization routines to enhance vocabulary retention and productive language use.
Primary School Teachers’ Long-Term Strategies for Teaching English to Young Learners: A Narrative Inquiry Arriv, Meidy Kautsar; Siregar, Asmida Yanti; Uzma, Fadliyah
FOSTER: Journal of English Language Teaching Vol. 7 No. 2 (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.v7i2.370

Abstract

This study aims to investigate the strategies used by primary school teachers in teaching English to young learners and the strategies that have been effective in teaching English to young learners from the past until now. This study employed a qualitative design using a narrative inquiry approach involving two experienced primary school teachers with more than 20 years of teaching experience to explore their long-term teaching practices. Data were collected through semi-structured interviews and were analyzed thematically. The findings demonstrate that both teachers view building close teacher-student relationships as a central strategy, as it supports students' comfort and readiness to learn. Based on long teaching experience, both teachers consistently used gradual instruction and practical classroom strategies such as Total Physical Response, songs, visual materials, and technology to support learning. Although some earlier strategies were no longer used because they were less effective, the core teaching practices remained stable despite ongoing curriculum changes. Overall, the teachers described their strategies through everyday classroom practices rather than theoretical terms.
Exploring Teachers’ Challenges in Implementing Interactive Speaking Strategies for Low-Proficiency EFL Learners: A Qualitative Case Study Rahman, Iga; Dollah, Syarifuddin; Tahir, Muhammad
FOSTER: Journal of English Language Teaching Vol. 7 No. 2 (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.v7i2.379

Abstract

This study explores the challenges faced by teachers in implementing interactive speaking strategies for low-level students in the Speaking for Teens classes at Britania School of English (BSE). A qualitative case study design was employed to examine teachers’ experiences in real classroom contexts. The participants consisted of three English teachers, supported by nine students from three classes. Data were collected through classroom observations, semi-structured interviews, and documentation, and analyzed using data condensation, data display, conclusion drawing, and thematic analysis. The findings revealed that teachers encountered several challenges during interactive speaking activities, including noise distractions caused by classroom arrangements, student fatigue during after-school sessions, difficulties in understanding instructions, classroom management issues during games and group work, and the need to adjust activities to match students’ low English proficiency. These challenges were influenced by environmental, affective, linguistic, and pedagogical factors. The study concludes that difficulties in implementing interactive speaking strategies stem largely from contextual and learner-related factors rather than weaknesses in the strategies themselves; therefore, teachers need to carefully plan, adapt, and manage interactive activities by considering students’ proficiency levels, classroom conditions, and emotional readiness to support effective speaking instruction.
Comparing Reading Comprehension Performance of Indonesian and Malaysian Junior Secondary Students: A Quantitative Comparative Study Ra'uf, Al Ghaniy; Sudar; Abdul Ngafif; Azman, Ameerul Husni bin Khairol
FOSTER: Journal of English Language Teaching Vol. 7 No. 2 (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.v7i2.381

Abstract

While extensive research has explored literacy policies in Southeast Asia, empirical cross-national comparisons of reading achievement at the junior secondary level remain scarce. This study addresses this gap by comparing the reading comprehension proficiency of eighth-grade students in Indonesia and Malaysia. Employing a comparative quantitative design, the research was conducted at SMP Negeri 6 Purworejo, Indonesia, and SMA Al-Falah Batu Talam, Malaysia, during the 2024/2025 academic year (N = 68). Data were elicited through a validated 25-item multiple-choice test focusing on descriptive and report texts. Independent samples t-test results revealed a significant performance disparity (t(66) = 4.38, p < .001), with Indonesian students (M = 89.53, SD = 11.73) significantly outperforming their Malaysian counterparts (M = 70.24, SD = 22.74). The calculation of Cohen’s d (1.066) further confirmed a large effect size. These findings suggest that higher proficiency in the Indonesian cohort is associated with standardized literacy practices and teacher-led "reading corners," whereas the lower, more heterogeneous performance in the Malaysian religious school is attributed to a "crowded curriculum" and limited English exposure. This study underscores the critical role of institutional focus and contextualized instructional materials in shaping literacy outcomes, providing a baseline for pedagogical interventions in specialized secondary education.

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