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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 221 Documents
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Gamifying the Classroom: The Effect of Quizizz on Vocabulary Retention Among Indonesian Junior High School Students Husnaini; Surya Amalia; St. Hartina
FOSTER: Journal of English Language Teaching Vol. 5 No. 4 (2024): 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.v5i4.469

Abstract

Vocabulary is a key element of English language learning upon which it builds learners´ ability to communicate successfully and improve their overall levels of proficiency in the language. Gamification-based learning platforms have recently garnered a lot of attention in the context of English as a Foreign Language (EFL), as they may potentially enhance student engagement and ultimately lead to better learning outcomes. Even though Quizizz is more widely used in language classrooms, there have been very few pieces of empirical evidence in the literature that state its effectiveness for improving vocabulary mastery among Indonesian junior high school students (in studies using an experimental design). The research sought to determine if Quizizz based gamification significantly enhances students' vocabulary mastery over conventional instructional approaches. In total, a quantitative quasi-experimental design with 62 ninth-grade students at the public junior high school in Indonesia (experimental group n = 32; control group n = 30) was conducted. Data were collected and analyzed using pre-test and post-test a 50-item vocabulary test, descriptive statistics, paired-sample t-tests, and effect size calculation. Results indicated a large gain for the experimental group (mean scores improved from 59.94 to 84.07) compared with the control group, whose means increased from 60.33 to 67.07 Statistical analysis showed significant difference between the pre-test and post-test scores (p <. 001), which indicate that Quizizz is a good tool to improve the students' master of vocabulary. These findings elucidate the pedagogical potentials of gamified learning environments in vocabulary instruction and advocate the infusion of digital gamification instruments with a view to enhancing EFL learning experience for greater motivation, engagement and effectiveness.
The Effect of Think–Pair–Share on Students’ Reading Comprehension of Descriptive Texts in Indonesian Senior High School Cinta Nanda Zerenta Pangesti Salma; Junaedi Setiyono; Andrian Nuriza Johan
FOSTER: Journal of English Language Teaching Vol. 7 No. 3 (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.v7i3.409

Abstract

This study aimed to examine the effect of the Think–Pair–Share (TPS) technique on students’ reading comprehension of descriptive texts among eleventh-grade students at SMA Negeri 5 Purworejo. The study was motivated by the need to promote more interactive and student-centered strategies in reading instruction, particularly in understanding descriptive texts. A quantitative pre-experimental method employing a one-group pre-test and post-test design was used. The participants consisted of 36 students selected through purposive sampling. Data were collected using reading comprehension tests administered before and after the implementation of the TPS technique. The collected data were analyzed using both descriptive and inferential statistics to determine the extent of students’ improvement. The results of the paired sample t-test revealed a statistically significant difference between pre-test and post-test scores (p < 0.05), indicating that the TPS technique had a positive and meaningful effect on students’ reading achievement. The improvement can be attributed to the structured stages of TPS, which require students to think independently, collaborate with peers, and actively share their ideas in class discussions. These stages foster greater engagement, critical thinking, and deeper comprehension of the text. Moreover, the interactive nature of TPS supports students in constructing meaning more effectively through social interaction. Therefore, TPS can be considered an effective and practical instructional strategy for enhancing students’ reading comprehension. This study also contributes to the existing literature by providing empirical evidence on the application of TPS in teaching descriptive texts and offers valuable insights for English teachers seeking to implement collaborative learning approaches in reading classrooms.
Enhancing Motivation and Learning Outcomes in EFL Through the Cake Application: Evidence from a Quasi-Experimental Study Nurul Susan Habawiyah; Ahmad Yani; Eny Enawaty; Venny Karolina; Urai Salam
FOSTER: Journal of English Language Teaching Vol. 7 No. 3 (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.v7i3.414

Abstract

This study aims to analyze the effect of using the Cake application on students' motivation and learning outcomes in learning English. This research employed a quantitative approach using a quasi-experimental design with a nonequivalent control group design. The participants of this study consisted of 64 students divided into two groups: 32 students in the experimental class and 32 students in the control class. Data were collected through a learning motivation questionnaire and learning outcome tests administered before and after the treatment. The research instruments were first tested for validity using Pearson Product Moment correlation and for reliability using Cronbach's Alpha coefficient. Data analysis was conducted using normality tests, paired sample t-tests, independent sample t-tests, N-Gain analysis, and effect size calculation. The results of the study indicate that the use of the Cake application has a positive effect on students' motivation and learning outcomes. The improvement in motivation and learning outcomes in the experimental class tends to be higher than that in the control class, which used conventional learning methods. Furthermore, the N-Gain analysis shows that the improvement in the experimental class falls into the moderate category, while the control class falls into the low category. The effect size calculation also indicates that the use of the Cake application provides a moderate effect on improving students' motivation and learning outcomes. In conclusion, the Cake application can be used as an effective technology-based learning medium to enhance students' motivation and learning outcomes in English learning.
Exploring Indonesian Non-English Majors’ Attitudes toward TikTok Soundtracks for L2 Vocabulary Learning Lemmuela Alvita Kurniawati; Jonathan Rainer Bunnu
FOSTER: Journal of English Language Teaching Vol. 7 No. 3 (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.v7i3.418

Abstract

Despite the growing research on TikTok as a language learning tool, studies examining TikTok soundtracks to learn L2 vocabulary are still scarce, especially among non-English major students in Indonesia. This study aims to investigate Indonesian non-English-major university students’ attitudes and perceptions towards the use of English TikTok soundtracks for second language (L2) vocabulary learning. An explanatory sequential mixed-methods design, using a nine-item Likert-scale questionnaire distributed to 117 participants from 54 universities across 17 provinces in Indonesia. Semi-structured interviews were conducted with six purposively selected participants. Quantitative findings revealed positive attitudes across four categories: perceived effectiveness, emotional engagement, convenience, and perceived enjoyment, with a mean score of 3.48. Perceived enjoyment received the highest mean score (M=3.57). Quantitative findings revealed three themes: English TikTok soundtracks help students understand vocabulary in context, provide a supportive, low-anxiety learning environment, and facilitate pronunciation development. Both quantitative and qualitative findings suggest that TikTok functions as an engaging tool for L2 vocabulary learning outside the classroom. The study contributes to the body of research and literature in language education and in the potential of TikTok soundtracks as a complementary resource for vocabulary and pronunciation development in informal learning contexts.
A Case Study of Code Mixing in an EFL Classroom: Evidence from an English Teacher in a Junior High School Maria Klarita Thein; Erlinda Sonya Pale; Desta Gloria Siahaan
FOSTER: Journal of English Language Teaching Vol. 7 No. 3 (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.v7i3.424

Abstract

This study investigates the use of code mixing by an English teacher in an EFL classroom at SMPN 1 Kefamenanu, East Nusa Tenggara, Indonesia. The study aims to identify the types of code mixing employed, determine the dominant type, and explore the pedagogical reasons underlying its use during classroom interaction. A qualitative case study design was employed involving one English teacher teaching ninth-grade students in the academic year 2025/2026. Data were collected through non-participant classroom observation, audio recordings, and an open-ended questionnaire. Classroom interactions were transcribed and analyzed using Muysken’s typology of code mixing, which includes insertion, alternation, and congruent lexicalization. The findings revealed 55 utterances containing code mixing, consisting of insertion and alternation, while congruent lexicalization was absent. Alternation emerged as the dominant type, accounting for 43 utterances (78%), whereas insertion occurred in 12 utterances (22%). The teacher predominantly employed code mixing to facilitate comprehension, clarify instructional content, support students with limited vocabulary, maintain effective classroom communication, and create a more comfortable learning environment. The findings suggest that code mixing functions as a purposeful pedagogical strategy in multilingual EFL classrooms, particularly in contexts where students have limited English proficiency. This study contributes to sociolinguistic research on classroom discourse by providing empirical evidence from a junior high school context in Eastern Indonesia, which remains underrepresented in previous studies.
A Correlational Study on Subtitled Movie Watching and Vocabulary Mastery among EFL Students Muhammad Arif Musthofa; Sudar; Sri Widodo
FOSTER: Journal of English Language Teaching Vol. 7 No. 3 (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.v7i3.434

Abstract

This study investigates the relationship between students’ habit of watching English movies with subtitles and their vocabulary mastery in an EFL context, addressing the limited evidence on how informal audiovisual exposure functions in natural learning settings. A quantitative correlational design was employed, involving 27 students selected through total sampling. Data were collected using a 20-item Likert-scale questionnaire to measure viewing habits (Cronbach’s α = .763) and a 25-item multiple-choice vocabulary test to assess vocabulary mastery. The results revealed a positive but weak and statistically non-significant correlation (r = .115; p = .568), indicating that frequent exposure to subtitled movies is not a strong predictor of vocabulary mastery. These findings suggest that informal exposure alone may not lead to substantial vocabulary development without sufficient cognitive engagement. The study highlights the importance of learner involvement and supports the view that the effectiveness of audiovisual input depends on how learners process the input rather than the exposure itself. This study contributes to the understanding of informal language learning by emphasizing the gap between perceived and actual learning outcomes in natural contexts.
Exploring Learning Strategies and Habit Formation in Developing English-Speaking Fluency: A Narrative Inquiry Tiarannisa Putri Lestari; Julianthi Zefana Silitonga; Ayonia Jelita Boru Sinaga; Erma Sujiyani; Muhammad Subhan Fikri
FOSTER: Journal of English Language Teaching Vol. 7 No. 3 (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.v7i3.435

Abstract

English-speaking fluency is a critical competence for academic, professional, and interpersonal success, yet many learners encounter persistent linguistic, affective, and social barriers. This study employed a qualitative narrative inquiry to examine the learning strategies and habits formation of a highly proficient Indonesian EFL learner, selected through purposive sampling based on her achievements in debate and public speaking. Data were collected through semi-structured interviews and analyzed using Miles et al.’s (2014) iterative model. The findings revealed four deliberate strategies, self-talk, overcoming fear of mistakes, social interaction, and self-monitoring, that collectively enhanced confidence, resilience, and sustained oral practice. In parallel, two major dimensions of habits formation, early exposure to English through parental support and media input, and integration of English into daily life across school, professional, and familial contexts. emerged as decisive in sustaining fluency development. Unlike prior studies that emphasize group-level outcomes, this research provides a nuanced account of an individual learner’s trajectory, demonstrating how strategies and habits formation converge to embed fluency as a lifelong practice. The study contributes to the field by enriching limited research on highly proficient Indonesian EFL learners and offering pedagogical insights into how deliberate strategy use and consistent routines can be cultivated to foster enduring fluency growth.
Enhancing EFL Students’ Listening Skills through Podcast-Based Instruction: A Quasi-Experimental Study in Indonesian Secondary Education Intan Della Classica; Tri Rohani; Umi Kalsum
FOSTER: Journal of English Language Teaching Vol. 7 No. 3 (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.v7i3.436

Abstract

This study investigates the impact of podcast-based listening activities on the listening comprehension skills of 11th-grade students at Muhammadiyah High School in Pagar Alam. While previous research has explored various multimedia tools in language learning, a gap remains in understanding how podcasts specifically enhance listening skills in secondary school settings. To address this gap, the study employs a quasi-experimental design with two groups: an experimental group of 30 students who participated in podcast-based listening activities, and a control group of 30 students who were taught using traditional listening exercises. Data were collected through pre-tests and post-tests to assess improvements in listening comprehension. The results indicate that the experimental group showed a significant improvement of 23.2%, compared to the control group's modest increase of 6.6%. These findings suggest that podcast-based activities can significantly enhance students' listening skills, providing a more engaging and flexible learning experience compared to traditional methods. The study’s implications include the potential for integrating podcasts into language curricula to offer students authentic, diverse listening exposure, thereby improving their overall listening proficiency.
ChatGPT in Indonesian EFL Academic Writing: A Study of Critical Thinking and Creativity in Higher Education Jihan Hikmah Awwaliyah Erfandy; Mukrim Mukrim; Moh Abraham Akbar Eisenring
FOSTER: Journal of English Language Teaching Vol. 7 No. 3 (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.v7i3.437

Abstract

The integration of ChatGPT into academic writing has raised important questions about its influence on students' cognitive processes, yet studies examining both critical thinking and creativity simultaneously in EFL contexts remain limited. This qualitative descriptive study explored students' perceptions of how ChatGPT influences their critical thinking and creativity in academic writing at Tadulako University, Central Sulawesi, Indonesia. Data were collected through semi-structured interviews with five purposively selected undergraduate students from the English Education Study Program who had experience using ChatGPT for academic writing tasks, and analyzed using Miles et al.'s (2014) qualitative procedures, guided by Facione's (1990) critical thinking framework and Torrance's (1966) creativity dimensions. The findings revealed three major themes: students engaged in active evaluative verification by cross-checking AI-generated content against academic sources; ChatGPT stimulated idea generation and topic exploration aligned with Torrance's dimensions of fluency and flexibility; and students consciously maintained their personal writing voice by paraphrasing and adapting AI outputs. The study concludes that ChatGPT can meaningfully support both critical thinking and creativity in academic writing when students engage with it reflectively and critically.
Integrating Critical Discourse Analysis into English Teaching Materials: A Critical Pedagogical Perspective Rahmi Kusno; La Aba; Adimawati Helingo; Jhems Richard Hasan; Zulkifli Akhmad
FOSTER: Journal of English Language Teaching Vol. 7 No. 3 (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.v7i3.439

Abstract

This study explores the integration of Critical Discourse Analysis (CDA) into English teaching materials to promote students’ critical literacy and engagement in English as a Foreign Language (EFL) learning. The study addresses the problem that English teaching materials often prioritize linguistic competence while paying limited attention to critical awareness of ideology, power relations, and social meanings embedded in texts. The purpose of this study is to examine how CDA principles are integrated into English teaching materials and to identify classroom activities that support students’ critical discourse awareness. A qualitative case study design was employed in one Indonesian senior high school involving one English teacher and twenty Grade 11 students. Data were gathered through document analysis, classroom observations, and semi-structured interviews. English textbooks, teacher-developed materials, and supplementary texts served as the primary data sources. The data were analyzed using thematic analysis to identify recurring patterns related to classroom implementation, student engagement, and learning challenges. The findings indicate that CDA was mainly integrated through interactive and student-centered activities, including discussions, open-ended questioning, and role plays, rather than through systematic discourse analysis. Students generally demonstrated positive responses, increased participation, and emerging critical awareness, although differences in language proficiency and confidence remained significant challenges. The study highlights the pedagogical value of integrating CDA into EFL instruction to foster critical literacy and reflective learning. Its originality lies in providing empirical evidence from an Indonesian secondary school context, contributing to the growing discussion on critical pedagogy and socially responsive English language teaching.

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