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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
 15   16   17   18   19 
Investigating EFL Students’ Difficulties in Producing English Interdental Fricatives (/Θ/ and /Ð/): A Descriptive Quantitative Study Amaliarrafiun, Putri Nurmeiga; Hastini; Maf’ulah, Maf’ulah; Zarkiani
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.v7i2.412

Abstract

This study investigates the pronunciation difficulties experienced by third-semester EFL students at Tadulako University in producing the English interdental fricative sounds /θ/ and /ð/. The objectives of this study are to identify the most difficult fricative sounds and to determine the factors influencing these difficulties. This study employed a descriptive quantitative design involving 16 students of the English Education Study Program. The data were collected through a pronunciation test and a questionnaire. The pronunciation test required students to read 20 words containing /θ/ and /ð/, and the results were analyzed using descriptive statistics. The questionnaire data were analyzed using mean scores and percentage distribution. The findings reveal that /θ/ was the most problematic sound, frequently substituted with /t/, while /ð/ was less problematic and occasionally replaced with /d/. The results also show that 9 students achieved excellent scores, while others showed varying levels of difficulty. In terms of influencing factors, mother tongue influence and psychological factors were identified as the most dominant, each contributing 21.3% to pronunciation difficulties. These findings indicate that first language interference and learners’ anxiety play significant roles in students’ pronunciation performance.
Understanding Vocational Students' Interest in Deep Learning-Based English Instruction: A Sequential Explanatory Mixed-Methods Study in Indonesia Kalvin, Hilda; La'biran, Roni; Sampelolo, Rigel
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.v7i2.415

Abstract

This study investigates vocational students’ interest in learning English through a deep learning approach and explores the motivational factors influencing their engagement in an Indonesian vocational context, where English proficiency is increasingly important for workforce readiness. A sequential explanatory mixed-methods design was employed. Quantitative data were collected from 20 students using a validated Likert-scale questionnaire measuring five dimensions of learning interest. Qualitative data were obtained through semi-structured interviews with eight purposively selected students and analyzed using thematic analysis. The quantitative findings showed consistently high levels of student interest across all dimensions, with motivational interest scoring the highest. The qualitative results identified eight key motivational factors: collaborative learning, critical thinking, interactive teaching style, contextual learning, real-world projects, supportive environment, technology integration, and vocational relevance. Among these, interactive teaching style emerged as the most influential factor, as most participants highlighted its importance in sustaining engagement. Importantly, the qualitative findings revealed a motivation–behavior gap that was not captured in the quantitative data alone. The study contributes to the literature by demonstrating that teaching style functions as a critical mediator in enhancing students’ engagement with deep learning. These findings provide practical implications for improving vocational English instruction.
Exploring Dynamic Motivation in Virtual EFL Classrooms: A Qualitative Case Study in Indonesia Salurante, Asis; P. Pongsapan, Nehru; Siumarlata, Viktor
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.v7i2.416

Abstract

The proliferation of virtual learning environments in English as a Foreign Language (EFL) education has necessitated a deeper understanding of how these digital contexts shape student motivation, particularly in developing country settings where technology-mediated instruction presents unique challenges and opportunities. This qualitative case study investigates the dynamics of student motivation in synchronous online English learning among ninth grade students at a junior high school in Indonesia. Through in-depth semi-structured interviews with ten students, the study employed thematic analysis within Miles and Huberman's interactive framework to explore the multidimensional factors influencing learner motivation in virtual classrooms. The findings reveal that student motivation in synchronous online learning is not a static trait but a dynamic phenomenon shaped by twelve interconnected factors operating across individual, social, instructional, and environmental levels. Interactive and gamified activities particularly quizzes, breakout room discussions, and polling features generated high engagement, while passive instructional approaches such as extended lectures and excessive reading precipitated rapid disengagement. The teacher emerged as the most influential motivational factor, with instructional clarity, appropriate pacing, positive demeanor, and strategic use of praise significantly enhancing student engagement. Platform features played crucial mediating roles, with the chat function effectively reducing speaking anxiety by enabling text-based participation. Peer presence exerted bidirectional influence, as active classmates modeled engagement while collective silence diminished individual motivation. Technical challenges related to internet connectivity and home environment distractions posed significant barriers, yet students demonstrated resilience through adaptive coping strategies. The study contributes theoretical insights into the contextual nature of L2 motivation in digital environments and offers practical implications for educators, curriculum designers, and policymakers seeking to optimize student engagement in virtual EFL classrooms.
Vocational Students' Speaking Challenges and Strategies for Employability: A Qualitative Study Sriati, Erni; Deli Girik Allo, Markus; Panggua, Selvi
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.v7i2.417

Abstract

This study investigates the challenges vocational students encounter in developing English-speaking skills and self-efficacy, and explores the learning strategies and classroom practices they perceive as helpful for global employability. Employing a qualitative research design with thematic analysis following the Miles and Huberman interactive model, data were collected through in-depth interviews with seven vocational students and classroom observations at a vocational school in Indonesia. The interview protocols captured students' linguistic, affective, and environmental challenges, as well as their perceptions of helpful strategies and practices. The findings revealed eight major speaking challenges: linguistic difficulties in spontaneous speech production; pronunciation and vocabulary barriers; affective barriers including anxiety, fear, and lack of confidence; fear of negative evaluation; peer influence on speaking willingness; insufficient classroom speaking opportunities; limited out-of-class practice; and resource limitations. Students identified eight helpful strategies: utilization of digital media for independent learning; repetition and preparation strategies; pair work and group discussions; structured speaking activities; supportive teacher practices; authentic communication opportunities; supportive classroom environments; and integration of vocational contexts. Classroom observations confirmed limited speaking practice time, student hesitation, and the effectiveness of pair work and teacher modeling. This study contributes to understanding speaking development in vocational contexts by highlighting the interconnected nature of linguistic, affective, social, and environmental challenges. The findings offer practical implications for teachers, curriculum developers, and policymakers seeking to enhance vocational students' oral communication skills for global workforce participation.
Parenting Styles and EFL Motivation: A Phenomenological Study in Indonesian Vocational Education Julianti; Maulina; Sain, Yuliyanah; Hermansyah, Sam; Narciso, Sheryl Ann V.
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.v7i2.420

Abstract

This study investigates how parenting styles shape students’ motivation to learn English in an Indonesian vocational high school. Adopting a qualitative phenomenological approach, the study involved seven students, seven parents, and two English teachers. Data were gathered through semi-structured interviews, classroom observations, and field notes, and analyzed using thematic analysis. The findings indicate that students’ motivation was dynamic and context-dependent, with stronger engagement at school than at home. In the classroom, motivation was reflected in active participation, peer interaction, persistence, and future-oriented goals. At home, motivation tended to weaken because of limited parental monitoring and the lack of structured learning routines. Although parents provided little direct academic supervision, they influenced motivation indirectly through reminders, encouragement, recognition of effort, and support for study time and space. These practices supported students’ needs for autonomy, competence, and relatedness. In addition, teacher support, classroom climate, peer interaction, and future aspirations played a compensatory role when home support was limited. The study contributes to the EFL motivation literature by showing that motivation is both psychologically experienced and behaviorally observable, emerging through the interaction of family practices, school environment, and personal goals.
Reading Strategies in Narrative Text Comprehension: A Case Study of Indonesian EFL Junior High School Students Fitri; Bimas Reskiawan; Susi Astiantih; Roslina
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.v7i2.421

Abstract

Low reading interest and comprehension difficulties among EFL junior high school students, particularly in understanding narrative texts, remain significant challenges in Indonesian education, especially in rural settings. This mixed-methods research investigated the reading strategies used by third-grade junior high school students in comprehending narrative texts and how they use those strategies in reading class. A qualitative case study design was employed, supported by quantitative data from a questionnaire. The subjects were 27 third-grade students at a junior high school in Kolaka Regency, Southeast Sulawesi. Data were collected through classroom observations using field notes and a questionnaire based on (Banditvilai, 2020) framework of four reading strategies: skimming, scanning, making predictions, and questioning. Thematic analysis was applied to qualitative data, while descriptive statistics (percentages) were calculated for quantitative data. The findings revealed that students employed all four strategies with distinct patterns. Skimming and scanning functioned as efficiency-oriented strategies: 74.1% of students sometimes skipped small details during reading. Prediction and questioning functioned as depth-oriented strategies: 55.6% often compared predictions with actual information. The integration of questionnaire and observation data through methodological triangulation indicates that students actively combine multiple metacognitive strategies. However, the gap between "Sometimes" and "Often" responses suggests that consistent application remains a challenge requiring explicit instructional support.
Paraphrasing Techniques and Challenges in EFL Academic Writing: Evidence from Indonesian University Students Dzulhijayani Ali, Alsa; Mujahidah; Fakhruddin, Zulfah; Tjalla, Maghdahalena
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.v7i2.425

Abstract

This study investigates paraphrasing techniques, quality, and challenges in EFL academic writing among undergraduate students at IAIN Parepare, Indonesia. Adopting a qualitative approach, data were collected from a paraphrasing test and semi-structured interviews involving 19 English Education students. The analysis integrates Pieterick’s framework of paraphrasing strategies, Keck’s taxonomy of paraphrasing quality, and Shi’s model of learner challenges, supported by thematic coding using NVivo 15. The findings reveal that semantic strategies, particularly synonym substitution, are the most dominant technique (42%), indicating students’ reliance on surface-level transformations. In terms of quality, the majority of students (84%) fall into the Moderate Revision category, suggesting partial modification with limited structural and conceptual transformation. The study also identifies linguistic and cognitive challenges as the primary constraints, including limited vocabulary and difficulties in comprehending and reconstructing meaning from source texts. These findings demonstrate that paraphrasing is a complex cognitive-linguistic process shaped by the interaction between language proficiency and higher-order thinking skills. The study contributes to the literature by proposing an integrated perspective that links paraphrasing strategies, quality, and learner challenges within a unified analytical framework. Pedagogically, the findings highlight the need for instructional approaches that move beyond synonym substitution toward developing critical reading, vocabulary expansion, and idea restructuring skills to support more effective and original academic writing.
Implementing the Merdeka Curriculum in Vocational ELT: Challenges, Enablers, and Implications for Students’ Employability Katili, Yayu Anggraini H.; Talib, Rasuna
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.v7i2.433

Abstract

Despite growing attention to curriculum reform in Indonesia, limited empirical research has examined the implementation of the Merdeka Curriculum in English language teaching in tourism vocational schools in relation to students’ employability. This study explores the implementation of the Merdeka Curriculum in ELT at Bubohu Tourism Vocational School in Gorontalo. This research focuses on supporting factors, challenges and implications for students’ work readiness. This research used a qualitative case study design involving three English teachers and five students. Data were collected through classroom observations, semi-structured interviews and document analysis, then analyzed thematically. The findings show that curriculum documents were complete and aligned with student-centered learning principles. However, classroom practices remained mostly teacher-directed and focused on theoretical instruction. Supporting factors included teachers’ commitment and students’ enthusiasm for practice-based learning, while limited professional training and inadequate facilities hindered implementation. In terms of employability, students demonstrated progress in technical service skills, work attitudes, and self-confidence through practical activities, although communicative and ESP-based learning opportunities remained limited. This study highlights the gap between curriculum expectations and classroom practices and emphasizes the need for ESP-oriented teaching to support students’ employability.

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