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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 188 Documents
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Mobile-Assisted Listening Learning: The Effect of the Learn English Listening Application on Indonesian EFL Students Nur Indah; Masruddin; Furwana, Dewi
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.v7i2.383

Abstract

Listening is often considered one of the most challenging skills for students in English as a Foreign Language (EFL) classrooms due to limited exposure to authentic spoken English and insufficient listening practice. This study aimed to investigate the effectiveness of the Learn English Listening application in improving the listening skills of tenth-grade students at SMAN 2 Palopo. A quantitative approach with a pre-experimental one-group pre-test and post-test design was employed. The participants consisted of 20 students selected through purposive sampling. Data were collected via listening tests administered before and after the treatment and analyzed using descriptive statistics and a paired-samples t-test in IBM SPSS Statistics version 30. The results showed a significant improvement in students' listening skills, with the mean score increasing from 65.90 in the pre-test to 77.10 in the post-test. The paired-samples t-test yielded a p < .001 and a large effect size (Cohen's d = 1.586), indicating that the application produced a practically and statistically meaningful improvement in listening comprehension. These findings provide empirical evidence supporting the integration of mobile listening applications as effective digital learning tools in Indonesian EFL classrooms, particularly in contexts with limited authentic exposure to English.
Game-Based Learning in EFL Classrooms: Students’ Perceptions and Motivation through Zep Quiz Pertiwi, Diah Ayu; Kalisa, Pasca
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.v7i2.384

Abstract

This study investigates EFL students’ perceptions, motivation, and perceived learning effects of using Zep Quiz, a game-based learning application, in English classrooms. A qualitative descriptive approach was employed. Data was collected through a Likert-scale questionnaire distributed to 82 students and semi-structured interviews with 10 participants. Questionnaire data were analyzed descriptively using interval score interpretation to identify overall trends, while interview data were analyzed thematically to enrich and validate the questionnaire findings. The results indicate that students perceive Zep Quiz as an engaging and interactive learning tool that enhances classroom atmosphere, increases participation, and supports material review. The findings also reveal that Zep Quiz positively influences students’ motivation, focus, and enthusiasm for learning English. However, several challenges were identified, including technical issues, limited explanation of answers, and time pressure that may shift attention from understanding to speed. The main contribution of this study is to emphasize that the effectiveness of game-based learning tools depends not only on their features but also on their integration into instruction. The findings suggest that Zep Quiz is most effective when used as a supplementary learning tool accompanied by teacher guidance, explanation, and reflective discussion in EFL classrooms.
A Systematic Review of Vocabulary Journals in EFL Learning: Theory, Practice, and Language Development Erniwati; Mertosono, Sudarkam R.; Arid, 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.v7i2.399

Abstract

Vocabulary knowledge is fundamental to second and foreign language acquisition. However, developing both vocabulary breadth and depth remains a challenge in an English as a Foreign Language (EFL) context. This study examines how vocabulary is conceptualized and taught, explores the theoretical and pedagogical foundations of vocabulary journals, and evaluates their impact on learners’ vocabulary acquisition and language development. Using a systematic literature review guided by PRISMA principles, this study synthesizes findings from selected empirical and theoretical studies. The data were analyzed thematically to identify recurring patterns, theoretical alignments, and pedagogical implications. The findings indicate that vocabulary is a multidimensional construct involving both breadth and depth of knowledge. Vocabulary journals are grounded in key theoretical frameworks, including cognitive processing theories, the involvement load hypothesis, the noticing hypothesis, dual coding theory, and self-regulated learning. The results show that vocabulary journals enhance vocabulary acquisition by promoting deeper cognitive engagement, repeated exposure, and learner autonomy. They also contribute to the development of reading, writing, speaking, and listening skills. However, variations in journal design and implementation lead to inconsistencies in outcomes, which can affect the overall effectiveness of vocabulary journals in enhancing language skills. This study emphasizes the necessity of effective design and integration of vocabulary journals and calls for further research on their long-term impact.
The Effect of Storytelling on the Speaking Skills of Eighth-Grade Students: A Quasi-Experimental Study Ta'dung Lebang, Angela; Manurung, Konder; Wahyudin
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.v7i2.401

Abstract

Speaking is one of the most difficult areas of EFL students and despite the common knowledge of storytelling as a useful tool, there is little research on the particular effects of storytelling on fluency, accuracy, and understanding in junior high schools in Indonesia. The purpose of the study is to examine how eighth-grade students at SMP Kristen Bala Keselamatan Palu are influenced in terms of speaking ability by storytelling. The quasi-experimental design was applied, which included pre-test and post-test control groups, 60 students were used in the study and were chosen using the cluster random sampling technique, 30 students were assigned the experimental group and 30 students were assigned the control group. Oral speaking tests were used to gather data which were rated using an analytical rubric and the outcomes showed that the experimental group had a higher mean gain score (4.17) than the control group (1.97) with a significant difference (p < 0.05) and large effect size (Cohen d = -1.10). These results suggest that storytelling can be not only statistically, but also pedagogically significant, as it promotes fluency, confidence, and general communicative proficiency of students in EFL classrooms.
ChatGPT and Critical Thinking in Academic Writing: A Case Study of Indonesian Graduate Students Duta Aisyah Pratiwi; Tahir, Muhammad; Yunitari Mustikawati
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.v7i2.402

Abstract

This qualitative case study investigates how three master students in the English Language Education Program at Universitas Negeri Makassar implement ChatGPT to support critical thinking in academic writing. Data were collected through triangulation of four sources, direct observations, semi-structured interviews, self-reflective journals, and documentation, and analyzed using Miles and Huberman's (1994) interactive model of data reduction, display, and conclusion drawing, guided by Paul and Elder's (2019) critical thinking framework and Hyland's (2018) academic writing framework. Findings reveal that students implement ChatGPT systematically across four writing stages: brainstorming and idea development, argument development and organization, information verification and validation, and comparative evaluation with traditional methods. The study's key contribution is its empirical demonstration that effective ChatGPT implementation functions as a cognitive scaffold that enhances rather than replaces critical thinking, provided students engage purposefully, verify outputs against academic sources, and adapt, rather than adopt, AI-generated content. These findings offer practical guidance for pedagogy and institutional policy on responsible AI integration in graduate academic writing.
Applying Universal Design for Learning in Teaching English Vocabulary in Inclusive Elementary Education: A Qualitative Study Nasution, Sofiyani; Fithriani, Rahmah
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.v7i2.403

Abstract

Inclusive education aims to provide equitable learning opportunities for all students, yet many Indonesian schools still face challenges in implementing inclusive English instruction. This study explores the implementation of Universal Design for Learning (UDL) in teaching English vocabulary in teaching English vocabulary in an inclusive elementary classroom at an elementary school in Medan, Indonesia. Guided by two research questions, employing a descriptive qualitative research design, the study involved one English teacher with three years of experience teaching in an inclusive classroom. The participant was selected through purposive sampling based on her experience in teaching students with diverse learning needs. Data were collected through classroom observations conducted across four meetings, semi-structured teacher interviews, and documentation of lesson plans and learning media. The data were analyzed thematically using Braun and Clarke’s (2006) framework to identify patterns related to the teacher’s instructional strategies and perceptions of UDL implementation. The findings indicate that the teacher implemented the three principles of UDL: multiple means of representation, engagement, and expression. The teacher combined visual, auditory, and contextual representations to support vocabulary understanding, used flexible and emotionally supportive activities to enhance student engagement, and provided varied forms of assessment to allow students to demonstrate their understanding. These strategies supported vocabulary comprehension and increased participation among students with diverse learning needs. The study highlights the practical potential of UDL as an instructional framework for improving vocabulary learning and fostering inclusive practices in inclusive elementary classroom.
University Students’ Speaking Anxiety in a Papuan EFL Classroom: A Qualitative Case Study Naing, Ince Rezky; Suparto, Windy Puspitasari; Rafra, Precilia
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.v7i2.405

Abstract

Speaking anxiety remains one of the most persistent affective barriers that hinders students’ oral performance in English as a Foreign Language (EFL) classrooms, particularly in contexts with limited exposure to English communication. This study aims to explore how university students experience speaking anxiety, identify classroom situations that trigger anxiety, examine its influence on participation and oral performance, and investigate students’ coping strategies in a Papuan EFL classroom. A qualitative case study design was employed involving 20 second-semester English Education students at a public university in Papua. Data were collected through classroom observations, semi-structured interviews, and written reflections over eight weeks, and were analyzed thematically. The findings reveal that students experience anxiety through nervousness, fear of negative evaluation, and low self-confidence, which often lead to silence, hesitation, and avoidance of speaking tasks. Anxiety was particularly triggered by public speaking, spontaneous questioning, and peer judgment. These conditions reduced students’ fluency and participation. However, students adopted coping strategies such as preparation, peer collaboration, and repeated practice to manage their anxiety. The study highlights the importance of supportive classroom climates and low-pressure communicative activities to foster students’ confidence and oral engagement in EFL learning.
A Need Analysis of Interactive PowerPoint English Learning Media for Vocational Students Diko, Nurul Isma Amalia; Jusuf, Harni; Pido, Nur Wahidah Thayib; Hasan, Jhems Richard; Andi, Nurwati
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.v7i2.406

Abstract

This study aimed to analyze students’ needs for interactive PowerPoint-based English learning media in the accounting expertise program at SMK Negeri 1 Limboto. The research employed a descriptive design within the Analysis stage of the ADDIE-based Research and Development (R&D) model, focusing on needs analysis grounded in English for Specific Purposes (ESP). The participants consisted of 15 tenth-grade students and one English teacher. Data were collected through questionnaires and semi-structured interviews and analyzed using descriptive statistics and qualitative thematic analysis. The results indicated that students showed a strong preference for interactive and multimedia-based learning media. Approximately 80% of students agreed that interactive media supports independent learning and time efficiency, while 73.3% reported increased activeness when using features such as videos, quizzes, and animations. In addition, 85% of students preferred visual and audiovisual media over text-based materials. The findings also revealed that most students experienced difficulties in speaking and writing and required learning media that integrates four language skills. These findings suggest that the development of interactive, contextual, and technology-based learning media is essential to enhance student engagement and support vocational English learning.
Inflectional Morphological Errors in EFL Academic Writing: An Error Analysis of Indonesian University Students Wahid, Wilna Tri Rahayu; Bochari, Siska; Mukrim; Hastini
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.v7i2.408

Abstract

Errors in inflectional morphology remain a persistent challenge in EFL learners’ writing, particularly in Indonesian contexts where in-depth analyses of error patterns and their underlying causes are still limited. This study aims to identify the types of inflectional morphological errors produced by English students at Tadulako University and to examine the factors contributing to these errors. Adopting a descriptive qualitative design, this study involved 20 fifth-semester students from the English Education Study Program. Data were collected through document analysis of students’ written assignments and semi-structured interviews with five selected participants. The data were analyzed using systematic error analysis procedures, including error identification, classification into inflectional categories, explanation of error sources, and frequency analysis. The findings indicate that verb inflection errors are the most prevalent, particularly in tenses marking and subject–verb agreement, followed by errors in plural and possessive forms. These errors are primarily attributed to first language interference, insufficient grammatical knowledge, and limited exposure to accurate language use in writing practice. This study contributes to EFL pedagogy by providing a more nuanced understanding of learners’ difficulties in using inflectional morphology and underscores the importance of integrating explicit grammar instruction with meaningful writing practice to enhance grammatical accuracy.
Investigating the Effect of Problem-Based Learning on Students’ Recount Writing Skills in an Indonesian EFL Classroom Syahrani, Dewi Aprillavien; Johan, Andrian Nuriza; Basuki
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.v7i2.411

Abstract

Writing is a challenging skill for students in English as a Foreign Language (EFL) contexts, particularly in producing recount texts due to difficulties in generating ideas, organizing content, and applying appropriate language features. This study aims to investigate the effect of Problem-Based Learning (PBL) on students’ recount text writing skills. A quantitative pre-experimental design with a one-group pretest–posttest approach was employed, involving 32 tenth-grade students. The data were collected through writing tests and analyzed using descriptive and inferential statistics, including the Wilcoxon Signed-Rank Test. The findings revealed a statistically significant difference between pre-test and post-test scores; however, the results indicated a decline in students’ writing performance after the implementation of PBL. This suggests that PBL, in this context, was not effective in improving students’ recount text writing skills. The findings highlight that the effectiveness of PBL is influenced by factors such as the duration of implementation, the level of instructional scaffolding, and students’ readiness to engage in student-centered learning. Therefore, it is recommended that PBL be implemented gradually with sufficient guidance and longer duration to achieve optimal results. This study contributes to the understanding of the practical challenges in applying student-centered learning approaches in EFL writing classrooms.

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