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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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Enhancing Students’ Motivation in English Learning through Deep Learning, Teacher Self-Efficacy, and AI-Based Instruction Santi Fira Novia; Djoko Sutrisno; Tengku Intan Suzila Tengku Sharif
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.v7i3.471

Abstract

This study aimed to explore the integration of a deep learning-based pedagogical approach, teacher self-efficacy, and AI-based instructional media in enhancing students’ motivation in learning English at SMA Muhammadiyah 1 Temanggung. The study investigated how innovative teaching approaches, teachers’ confidence in their instructional abilities, and the integration of artificial intelligence in classroom practices contribute to creating a more engaging, interactive, and student-centered learning environment. The topic was considered important because students’ motivation has become a major challenge in English language learning, particularly in technology-mediated classrooms and non-urban educational settings where learning resources and instructional innovation may still be limited. This research employed a qualitative approach, data were collected through interviews, classroom observations, and focus group discussions involving English teachers and students at SMA Muhammadiyah 1 Temanggung. The collected data were analysed thematically to identify recurring patterns, meanings, and experiences related to students’ motivation in learning English. This study was expected to contribute to the development of more effective, student-centered, and technology-enhanced instructional practices in English language teaching. The findings of this study were also expected to support teachers and educational institutions in developing more adaptive and motivating learning environments for students in the digital era.
Incidental Vocabulary Learning through Beauty Influencer Content on TikTok: Experiences of Indonesian EFL Students Tahtida Niska Zahriya; Sri Wahyuni
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.v7i3.489

Abstract

Although TikTok has increasingly been discussed in EFL learning, limited attention has been given to how non-educational beauty influencer content supports incidental vocabulary learning. This study addresses this gap by exploring Indonesian EFL students’ experiences and perceived benefits of encountering English vocabulary through beauty content on TikTok. Using a qualitative survey design, data were collected from 12 English Language Education students through open-ended questionnaires, followed by semi-structured interviews with three selected participants. The data were analyzed thematically. The findings show that students encountered English vocabulary incidentally while watching makeup tutorials, skincare and beauty product reviews, product recommendations, and Get Ready with Me videos. Vocabulary noticing and understanding were supported by captions, subtitles, repetition, product demonstrations, visual context, and influencer explanations. Students also used strategies such as re-watching videos, checking dictionaries or translation tools, reading comments, and searching online to clarify unfamiliar words. The study reveals that beauty TikTok content can provide meaningful, interest-driven, and low-pressure vocabulary exposure outside the classroom. It contributes to EFL learning by highlighting the pedagogical potential of everyday digital content as a supplementary resource for contextual vocabulary development.
Pre-Service English Teachers’ Digital Pedagogy Development through Project-Based Learning in TEFL Classrooms Samsidaris; Restu Januarty Hamid; Areski Wahid; Farida
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.v7i3.494

Abstract

This qualitative descriptive study investigates how Project-Based Learning (PjBL) supports pre-service English teachers’ digital pedagogy development in a TEFL classroom. Although previous studies have examined technology integration and digital competence in teacher education, limited attention has been given to how pre-service teachers develop pedagogical reasoning while designing digital English teaching media through project-based experiences. This study involved 20 sixth-semester students in the English Education Study Program, Faculty of Education and Literature, Universitas Bosowa, Indonesia. Data were collected through classroom observations, semi-structured interviews, reflective journals, and documentation of students’ digital teaching media projects. The data were analyzed using thematic analysis to identify patterns related to learning experiences, digital media development, collaboration, reflection, and challenges. The findings reveal that PjBL functioned as a bridge between TEFL theory and teaching practice by encouraging students to transform pedagogical concepts into meaningful digital learning resources. The project supported the development of pedagogical creativity, technology-informed instructional decision-making, collaboration, and reflective awareness as future English teachers. The findings also indicate that students gradually shifted from focusing on digital tools as products toward understanding technology as a means to achieve learning objectives. However, students experienced challenges related to technical skills, pedagogical alignment, and time management. The study contributes to TEFL teacher education by demonstrating how PjBL can foster digital pedagogy development through the integration of theory, practice, technology, and reflection. Practically, the findings suggest that TEFL lecturers should provide structured guidance, feedback, and reflective activities to help pre-service teachers design pedagogically meaningful digital teaching media.
Students’ Perceptions of Canva and English Learning Motivation: Evidence from Indonesian Senior High School Dimas Saputra; Martriwati Martriwati
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.v7i3.496

Abstract

This study investigates senior high school students’ perceptions of Canva as an interactive digital learning tool and its relationship with their motivation to learn English. Although previous studies have reported the educational benefits of Canva, limited research has specifically examined how students’ perceptions of Canva relate to their English learning motivation among senior high school EFL learners. Employing a quantitative descriptive-correlational design, the study involved 204 students who had experience using Canva in English learning activities. The study is grounded in the Technology Acceptance Model (TAM), which explains how users’ perceptions of a technology influence their acceptance and use of digital learning tools. Data were collected through structured questionnaires adapted from the Technology Acceptance Model (TAM) and the Motivated Strategies for Learning Questionnaire (MSLQ). The data were analyzed using descriptive statistics, Pearson correlation, and simple linear regression. The findings revealed that students generally held positive perceptions of Canva, particularly in terms of its usefulness, ease of use, and engagement. The correlation analysis showed a strong positive relationship between students’ perceptions of Canva and their English learning motivation (r = 0.677, p < .001). Furthermore, the regression analysis indicated that students’ perceptions of Canva significantly predicted their motivation, explaining 45.8% of the variance (R² = 0.458). These findings suggest that Canva can serve as a meaningful digital learning medium for enhancing students’ motivation in English learning. The study also extends the application of the TAM by demonstrating that students’ positive perceptions of Canva are associated with higher English learning encourage teachers to integrate interactive digital tools such as Canva into classroom activities to create more engaging, creative and student-centered learning experience.
Exploring EFL Students’ Perceptions of Memes As Supplementary Media for English Vocabulary Learning Hanna Luthfia Tavania; Zuhad Ahmad
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.v7i3.504

Abstract

Vocabulary learning in English as a Foreign Language (EFL) contexts is often associated with repetitive memorization and limited engagement. Although memes have been examined as tools for vocabulary acquisition and retention, less attention has been given to how students perceive their role in incidental and informal digital learning. This qualitative descriptive study explored EFL students’ perceptions of memes as supplementary media for English vocabulary learning. Seven sixth-semester students from the English Education Study Program at FKIP UHAMKA were selected through purposive sampling. Data were collected through semi-structured Zoom interviews and analyzed through transcription, repeated reading, manual coding, category development, theme development, interpretation, and member checking. The findings revealed that memes provided incidental exposure to unfamiliar vocabulary, supported meaning recognition through visual and contextual cues, and increased enjoyment, curiosity, and engagement. Participants also associated humorous and relatable contexts with vocabulary retention. However, they noted that slang, wordplay, cultural references, ambiguous meanings, and inappropriate language could limit the educational value of memes. The study contributes to understanding how incidental vocabulary learning, multimodal input, and learner engagement interact in informal digital environments. Memes are therefore most appropriate as carefully selected supplementary materials alongside structured vocabulary instruction.
Teacher’s Perception of Duolingo for Vocabulary Learning in Inclusive EFL Classroom: A Qualitative Case Study Zahwa Nazhifah Limbeng; Deasy Yunita Siregar
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.v7i3.515

Abstract

The integration of digital learning applications has gained increasing attention in English language teaching, including in inclusive classrooms. While Duolingo has been widely used to support language learning, less attention has been given to how teachers perceive its use for vocabulary learning in inclusive classroom practice. Using a qualitative case study design, this study aimed to explore an English teacher’s perception of using Duolingo for vocabulary learning in an inclusive classroom and to identify the challenges encountered during its implementation. The study involved one English teacher at a junior high school in North Sumatra. Data were collected through classroom observations, semi-structured interviews, and document analysis and were analyzed using the interactive model of Miles, Huberman, and Saldana (2014). The findings revealed that Duolingo was perceived as a beneficial learning medium that supported vocabulary learning, increased students’ motivation, encouraged classroom participation, and facilitated the involvement of a slow learner student. However, differences in students’ learning abilities, the need for continuous teacher assistance, and technical constraints remained challenges during implementation. The study concludes that Duolingo’s effectiveness in inclusive classrooms depends on both the application and the instructional support provided throughout the learning process. These findings contribute to the growing discussion on technology integration in inclusive EFL classrooms by highlighting the importance of teacher scaffolding in maximizing the benefits of Mobile-Assisted Language Learning (MALL).
Understanding EFL Students’ Readiness for English Learning: Primary Teachers’ Perspectives in Indonesia’s Deep Learning Context Salma Nadila; Sri Kusuma Ningsih
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.v7i3.516

Abstract

The implementation of the deep learning approach in Indonesian primary education requires students to be adequately prepared to engage in meaningful and active learning experiences. Although previous studies have examined students’ readiness and teachers’ readiness separately, limited research has explored how primary school English teachers perceive students’ readiness for English learning within the deep learning context. This study investigated teachers’ perspectives on EFL students’ readiness and the factors influencing it in Indonesian primary schools. A qualitative case study was conducted involving four English teachers from public primary schools across four regions of Jakarta who had two to ten years of teaching experience and were actively teaching during the study. Data were collected through semi-structured interviews and classroom observations and analyzed using thematic analysis. The findings revealed that students’ readiness was influenced by prior knowledge, learning enthusiasm, and environmental support. However, anxiety, low motivation, and limited exposure to English often hindered their readiness. To address these challenges, teachers employed interactive learning media and collaborative activities to enhance students’ engagement, confidence, and participation. These findings contribute to a better understanding of students’ readiness within the deep learning framework and provide practical insights for English teachers, schools, and curriculum developers in supporting effective English learning at the primary level.
School-Based Speaking Habituation in EFL Contexts: Investigating the English Friday Let’s Talk Program in Indonesian Secondary Education Evi Nurul Mubarokah; Muhammad Nafi Annury
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.v7i3.517

Abstract

This qualitative case study investigated how the English Friday Let’s Talk program was implemented as a school-based speaking habituation program at Al-Azhar 16 Islamic Senior High School, Semarang, and how students perceived the program. The study involved one English teacher, five English Talent Program students, and five regular students who participated in the program. Data were collected through semi-structured interviews, observation, and supporting documentation, then analyzed using Miles and Huberman’s interactive model consisting of data reduction, data display, and conclusion drawing and verification. The findings show that the program was implemented through structured weekly topic assignment, writing tasks, oral/reading activities, video performances, English communication practice every Friday, school policies such as the No English, No Service rule, teacher monitoring and feedback, and in-house training for non-English teachers. Students perceived improvements in speaking fluency, vocabulary, pronunciation, confidence, sentence construction, and language habituation through their participation in the program. English Talent Program students reported stronger technical speaking development and spontaneity, whereas regular students emphasized increased courage and confidence. The main challenges were limited vocabulary, pronunciation and grammar anxiety, fear of negative evaluation, uneven proficiency, and limited English use among non-English teachers. The study implies that a school-based English-speaking program can support communicative practice through preparation, performance, policy, feedback, and teacher development.
English Teachers’ Experiences with Visual Media in Supporting Early Reading Comprehension of Students With Dyslexia: A Case Study Fara Audina Lubis; Emeliya Sukma Dara Damanik
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.v7i3.531

Abstract

This study explores English teachers’ experiences in using visual media to support the early reading comprehension of students with dyslexia in inclusive elementary EFL classrooms. While previous studies have largely focused on the effectiveness of visual media or multisensory approaches, limited attention has been given to how teachers adapt and implement visual media in authentic classroom contexts. Employing a qualitative case study design, this research involved two English teachers from an inclusive elementary school in Indonesia. Data were collected through semi-structured interviews, non-participant classroom observations, and document analysis and analyzed using Braun & Clarke’s (2006) six-phase thematic analysis. Three interrelated themes emerged: (1) teachers’ instructional experiences in supporting students with dyslexia, (2) the implementation of visual media in early reading instruction, and (3) student engagement and contextual factors affecting the use of visual media. The findings indicate that visual media increased students’ participation, motivation, and access to meaning when integrated with teacher guidance, pronunciation modelling, repetition, guided reading, and peer support. However, increased student engagement did not necessarily lead to independent reading comprehension, as learners continued to require explicit teacher mediation to connect visual representations with decoding, pronunciation, vocabulary, and textual meaning. These findings demonstrate that visual media functioned as instructional scaffolds rather than substitutes for systematic reading instruction. The study contributes to the literature on teacher cognition, multimedia learning, and inclusive EFL pedagogy by demonstrating how teachers’ experiential knowledge shapes adaptive instructional practices for learners with dyslexia. Practically, the findings highlight the importance of structured multimodal instruction, teacher professional development, and dyslexia-responsive curriculum design in supporting inclusive early reading instruction.
A Teaching Strategies for Students with ADHD in Inclusive Elementary EFL Classrooms: A Qualitative Case Study from an Islamic School in Indonesia Nadila Adelia Putri; Didik Santoso
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.v7i3.538

Abstract

Teaching English to students with Attention Deficit Hyperactivity Disorder (ADHD) in inclusive classrooms requires appropriate strategies to address their attention, behavioral, and language-learning challenges. However, studies focusing specifically on English teaching strategies for ADHD students at the elementary level remain limited, particularly in inclusive Islamic school contexts. This study aimed to explore the strategies used by an English teacher in teaching English to students with ADHD at an inclusive Islamic elementary school in Medan, Indonesia. This study employed a qualitative case study design involving one female English teacher, approximately 28 years old, who had four years of experience teaching English to three male students diagnosed with ADHD at the school. Data were collected through semi-structured interviews and lesson plan analysis and analyzed using Braun and Clarke’s (2006) thematic analysis. Based on the analysis of teacher interviews and lesson plans, the findings identified thirteen teaching strategies: expressing greetings in english, managing students attention, providing ice breaking, notifying the learning objectives, writing the lesson topic on the board, explaining the meaning of the lesson topic, giving example, repeating example together, giving exercise, giving feedback, giving assignment, lesson review, and giving rewards. These findings highlight that structured, visual, active, and reinforcement-based strategies play an important role in supporting English learning for students with ADHD. This study contributes to the literature on inclusive English teaching by providing practical evidence of how instructional strategies are systematically planned and implemented in an underexplored Islamic elementary school context.

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