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Muhammad Iksan
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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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Discourse-Level Writing Competence in EFL: Unity and Coherence in Recount Texts Helisa Fadilah; Titi Rokhayati; Juita Triana
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.v7i3.442

Abstract

Writing proficiency remains a major challenge for English as a Foreign Language (EFL) learners, particularly in managing macro-level organizational aspects such as unity and coherence. Although previous studies have generally treated these constructs as complementary components of writing quality, limited research has examined them as distinct yet interconnected competencies. This study aims to investigate how Grade X vocational students at SMK TKM Teknik Purworejo realize unity and coherence in recount writing and to identify their proficiency profiles. This study employed a descriptive qualitative design involving 34 student recount texts analyzed using a validated analytical checklist focusing on thematic consistency, logical sequencing, tense consistency, and cohesive device use. The findings reveal an imbalance between unity and coherence. Most students were able to maintain thematic focus and sustain a central idea throughout their texts. However, many experienced difficulties in constructing coherent discourse, particularly in connecting ideas logically, maintaining smooth progression, and using cohesive devices effectively. Common problems included overreliance on simple temporal conjunctions, limited lexical cohesion, and fragmented narrative flow. The findings suggest that coherence requires more complex linguistic and cognitive skills than unity. This study contributes to EFL writing research by providing insight into discourse-level writing competence in a vocational context and highlighting the importance of teaching coherence explicitly in writing instruction.
A Cognitive-Orthographic Analysis of Spelling Errors in Descriptive Writing among Indonesian EFL Students Erika Salsabila; Sudar; Ismawati Ike Nugraeni
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.v7i3.443

Abstract

This study investigates the types of spelling errors found in descriptive texts written by Indonesian EFL learners and examines the linguistic factors contributing to these errors. Using a descriptive qualitative design with an error analysis approach, the study analyzed 39 spelling errors produced by 24 eleventh-grade students at SMA Muhammadiyah Kutoarjo. The errors were classified based on the Surface Strategy Taxonomy, including omission, substitution, addition, and transposition. The findings revealed that omission was the most frequent error type (38.46%), followed by substitution (30.77%), addition (20.51%), and transposition (10.26%). The analysis indicates that students’ spelling difficulties are strongly influenced by the inconsistency of English orthography and interference from Indonesian phonological patterns. The findings also suggest that learners tend to rely on phonetic spelling strategies when dealing with unfamiliar English words. Although limited by a small sample size and a single educational context, this study provides valuable insights into the orthographic challenges experienced by Indonesian EFL learners. The study further offers pedagogical implications for EFL teachers to provide more explicit instruction and targeted feedback on problematic spelling patterns, particularly silent letters and vowel combinations, to improve students’ writing accuracy.
Reframing ESP for Educational Technology Students: A Needs Analysis of English Language Demands in Higher Education Lucia Ekawati Ikanubun; Luciana Calixto
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.v7i3.444

Abstract

The development of English courses across various disciplines in higher education has gained increasing attention to address students’ needs. However, few studies have examined the English-language needs of Educational Technology students who serve as instructional designers who must navigate pedagogical discourse and technical documentation in English. The study aims to identify the Educational Technology students’ needs regarding their current abilities, learning difficulties, and perceived needs. The analysis was conducted through three views: Discrepancy, Diagnostic, and Democratic. Data were collected through questionnaires distributed to 93 students and a semi-structured group interview with eight participants. Findings revealed significant gaps in speaking and academic writing, while listening and reading demonstrated moderate proficiency, underscoring the need to strengthen communication skills. Students also demonstrated strong awareness of English's importance to their academic and professional futures, despite considerable gaps in their productive performance. This study contributes to the ESP needs analysis literature in the Educational Technology context, revealing discipline- specific communicative gaps with direct implications for ESP course design. This study furthermore offers concrete guidance for instructors and curriculum developers seeking to design contextualized ESP courses that reflect authentic communicative demands of instructional design practice.
Enhancing EFL Students Listening Comprehension Through Cloze Dictation: A Quasi-Experimental Study Nur Halima Malik; Jamiluddin; Mashuri; Muhammad Arid
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.v7i3.448

Abstract

This study examines the effectiveness of the cloze dictation technique in improving the listening comprehension of EFL students, focusing on common problems including poor vocabulary identification, trouble capturing crucial information, and lack of focus during listening tasks. Two sets of eleventh-grade students were used in a quasi-experimental design: a control group (n = 35) was taught using traditional listening techniques, while an experimental group (n = 34) received instruction using cloze dictation. Pre-test and post-test listening assessments were used to gather data, and descriptive and inferential statistics were used for analysis. The results showed that whereas the control group made no discernible gain (from 58.86 to 56.71), the experimental group exhibited a significant increase, with the mean score rising from 60.44 to 73.38. The Mann-Whitney U test verified a statistically significant difference between the two groups (p = 0.006 < 0.05) because the data were not normally distributed. The findings show that the cloze dictation method successfully improves students' capacity to recognize spoken words, concentrate on important details, and derive meaning from auditory input. Pedagogically, this study highlights the importance of integrating structured and interactive listening activities to promote active engagement and deeper comprehension in EFL classrooms. Practically, English teachers are encouraged to incorporate cloze dictation regularly using varied and level-appropriate audio materials to support students’ listening development. Future research is recommended to explore the integration of this technique with other language skills or across different educational contexts to further validate its effectiveness.
Technology Acceptance of ChatGPT Voice Mode in English Speaking Practice: Evidence from International Students in Indonesia Mufid Lahiria Permata Hati; Juita Triana; Zulia Chasanah
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.v7i3.452

Abstract

Non-native English-speaking students in international academic environments often face difficulties in developing speaking skills due to limited opportunities for practice, low confidence, and communication anxiety. Although artificial intelligence (AI)-based tools have been increasingly used to support language learning, limited research has examined international students’ perceptions of ChatGPT voice mode in non-English-speaking educational contexts through the Technology Acceptance Model (TAM). This study explores students’ perceptions of ChatGPT voice mode for English speaking practice, focusing on perceived usefulness, perceived ease of use, behavioral intention, and challenges encountered during its use. A quantitative survey was conducted with ten non-native English-speaking undergraduate students in Indonesia using a 20-item Likert-scale questionnaire, and the data were analyzed descriptively. The results indicate that students generally perceive the feature positively in terms of usefulness and ease of use (M = 3.0–3.4) and demonstrate a willingness to continue using it (M = 3.4). Reported challenges are relatively limited (M = 2.1–2.8), mainly related to speech recognition, accent differences, and limitations in replicating human interaction. Overall, ChatGPT voice mode functions as a supportive tool for independent speaking practice. The findings contribute to research on AI-assisted language learning and provide practical insights for integrating AI-supported speaking tools into language learning environments.
Examining the Effectiveness of the Fix-Up Strategy in Enhancing Junior High School Students’ Reading Comprehension Aqilah Chanda; Mochtar Marhum; Andi Patmasari; Afrillia Anggreni
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.v7i3.455

Abstract

This study investigated the effectiveness of the Fix-Up Strategy in improving reading comprehension among eighth-grade EFL learners. Reading comprehension remains a persistent challenge for many students due to limited vocabulary, difficulties in understanding sentence structures, and inadequate strategic awareness during reading. While previous studies have reported the effectiveness of the Fix-Up Strategy, limited attention has been given to its structured implementation among Indonesian junior high school EFL learners. Therefore, this study examined the effectiveness of a systematic five-step Fix-Up Strategy in enhancing students’ reading comprehension achievement. This study employed a quantitative approach using a quasi-experimental pretest–posttest control group design involving 54 eighth-grade students from a public junior high school in Indonesia, divided equally into experimental and control groups. Data were collected through reading comprehension tests and analyzed using descriptive and inferential statistics through SPSS. The findings revealed a substantial improvement in the experimental group, with the mean score increasing from 45.07 to 74.85, while the control group showed only a modest increase from 39.41 to 45.48. The Mann–Whitney U test further confirmed a statistically significant difference between groups (p = .000). These findings indicate that the structured Fix-Up Strategy effectively enhances students’ reading comprehension and offers practical pedagogical guidance for EFL teachers in promoting more active and metacognitive reading practices in junior high school classrooms.
Integrating ChatGPT into EFL Critical Reading: Effects on Students’ Analytical Thinking Ilham Sahabuddin; Asriadi Rasyid; Sianna
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.v7i3.456

Abstract

This study examined the integration of ChatGPT into critical reading instruction and its association with students’ analytical thinking in an EFL higher education context. The study was motivated by the limited empirical evidence on how ChatGPT supports critical reading skills, particularly in identifying arguments, evaluating evidence, making inferences, comparing perspectives, and constructing analytical responses. A quantitative approach with a pre-experimental one-group pretest-posttest design was employed. The study was conducted at Universitas Muhammadiyah Parepare and involved 10 fourth-semester students of the English Education Study Program enrolled in a Critical Reading course. Data were collected through analytical thinking tests administered before and after the intervention, using a critical reading rubric covering argument identification, fact-opinion distinction, evidence evaluation, inference, perspective comparison, idea connection, and evidence-based response construction. The data were analyzed using descriptive statistics, Shapiro-Wilk normality test, paired sample t-test, normalized gain, and Cohen’s d. The findings showed that the mean score increased from 58.50 in the pretest to 74.50 in the posttest, with a mean gain of 16.00. The normalized gain was 0.39, indicating moderate improvement. The paired sample t-test revealed a significant difference, t(9) = 13.74, p < 0.001, and Cohen’s d = 4.35 indicated a very large effect size. The results indicated that ChatGPT integration was associated with improved students’ analytical thinking in critical reading.
Exploring Intrinsic and Extrinsic Factors Shaping EFL Students’ Speaking Confidence: A Qualitative Study at an Islamic Senior High School in Indonesia Mohammad Yanser Fathan; Konder Manurung; Zarkiani Hasyim
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.v7i3.465

Abstract

This study explored the intrinsic and extrinsic factors shaping EFL students' speaking confidence at an Islamic senior high school in Indonesia. Using a qualitative descriptive design, data were collected through semi-structured interviews with five eleventh-grade EFL students who were purposively selected based on their varying levels of active participation and speaking ability in English classes. Interview transcripts were analyzed using thematic analysis to identify patterns in factors affecting speaking confidence. The findings revealed five intrinsic factors shaping speaking confidence: (1) self-esteem (moderate to high levels), (2) motivation (integrative and instrumental types), (3) language proficiency (intermediate to advanced self-rated ability), (4) language anxiety (moderate to high levels), and (5) past speaking experiences (positive or negative). Four extrinsic factors emerged: (1) teacher support (encouragement, corrective feedback, patience), (2) peer influence (supportive versus critical responses), (3) classroom atmosphere (competitive versus collaborative), and (4) institutional speaking programs (debate clubs, English days). Students who received consistent positive feedback and supportive peer interactions demonstrated increased willingness to communicate, while those experiencing fear of making mistakes or negative peer responses showed reduced participation. This study contributes to EFL research by providing context-specific insights from an Indonesian Islamic senior high school setting, demonstrating that speaking confidence is dynamically shaped through the interaction between learners' psychological conditions and their learning environment. The findings offer practical implications for EFL educators to create supportive classroom conditions and implement structured speaking opportunities.
Strategic Teaching in Inclusive EFL Classrooms : A Case Study on Reading Instruction for Dyslexic Students Rosa Anjani; Ernita Daulay
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.v7i3.466

Abstract

This study explores teachers’ strategic teaching in supporting dyslexic students’ basic reading skills in Indonesian inclusive EFL classrooms, where evidence from authentic classroom practice remains limited. Using a qualitative case study design, the study investigates how an elementary school English teacher implements instructional strategies, adapts classroom practices, and addresses challenges in supporting dyslexic learners. Data were collected through semi-structured interviews, classroom observations, and document analysis. The findings indicate that the teacher employed multisensory phonics instruction, differentiated learning materials, and individualized scaffolding to facilitate students’ reading development. However, limited professional training, inadequate instructional resources, and time constraints remained significant challenges. These challenges were addressed through teacher initiative, including the development of low-cost instructional media and collaboration with parents. The study highlights the importance of teacher agency and adaptive instructional practices in supporting inclusive EFL reading instruction and provides practical implications for teachers working in resource-constrained inclusive classrooms.
Challenges in Implementing Differentiated Instruction with a Deep Learning Approach: Evidence from Vocational High Schools in Indonesia Israyani Masyita; Muhammad Tahir; Nur Aeni
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.v7i3.467

Abstract

The study aimed to find out the teachers’ challenges in implementing differentiated instruction and deep learning approach in vocational EFL classrooms. This research used a qualitative method design where consist of 5 teachers selected through purposive sampling technique. Data collection involved the classroom observations and teacher’s interview while researcher recorded their answer to get more detailed information about the phenomenon being studied. The data was analyzed by using the reflexive Thematic Analysis (TA) criteria which consists of some steps, begin from familiarization with data, coding, generating initial themes, developing and reviewing themes until presenting a detailed teacher’s reflexive journals. The findings revealed that teachers still lack of experience in implementing differentiated instruction through deep learning approach in their classrooms. Not only that, some teachers also still confused on how to accommodate a diverse array of student needs, interests, and ability levels which were the most important thing in differentiated instruction implementation and also deep learning where both of those approaches can encourage students to explore content deeply, think critically, and apply their learning in meaningful contexts which is necessity for preparing learners for the challenges of the future. However, successful implementation requires sustained effort, investment in technology, and continuous professional development. Practically, this research will help educators, teachers, authorized bodies, students, and researchers to know the challenges that hinder successful implementation of differentiated instruction especially for English subject in vocational high school.

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