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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 161 Documents
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Mother-Tongue Interference in Learning English in English Meeting Club Rahayu; Nurfajriah Basri
FOSTER: Journal of English Language Teaching Vol. 2 No. 3 (2021): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v2i3.48

Abstract

Interference is a phenomenon that occurs in a society when learning a new language and bilingualism is one of the causes why interference is. Interference occurs mostly because the speakers who have more than one language used to interact with one another. This study aimed to describe the kind of interference errors made by learners of English in English Meeting of disorders caused by the mother tongue. This study used qualitative method which its subject was taken from participants of English Meeting. The collecting of data used audio recording which was converted into transcription. The results showed that interference errors committed by English language learners' is generally influenced to phonetic refers to speech sounds, lexical interference to the level of words and grammar disorder refers to the rules of grammar in language. This is due to the fact that the speaker Indonesia experienced a huge obstacle when trying to use English as the target language as first language learners have mastered. The source of the difficulties is based on the level difference between the Indonesian system and the English systemKeywords – Interference, Bilingualism, Interference errors
Designing LEEF (Learning English Easy and Fun) as Learning Media for the Seventh Grade of Junior High School Ma'arif, Iin Baroroh; Bahtiar, Yuyun; Muthoharoh, Muthoharoh
FOSTER: Journal of English Language Teaching Vol. 2 No. 3 (2021): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v2i3.50

Abstract

This research aims at designing a learning media which named LEEF (Learning English Easy and Fun) as English learning media for seventh grade students of Junior High School. This learning media consists of some materials and exercises which is appropriate and feasible to be studied for students. All materials in this media are based on junior high school syllabus of K13 curriculum. The research method used in this research is Research and Development. This development used ADDIE model which have several steps, those are; 1) Analysis, 2) Design, 3) Development, 4) Implementation, and 5) Evaluation. The result of this research shows that from the media validation result got 4.00 score it was in “fair and worth to use” category, and the material validation got 3.86 score. The students’ responses of try out result score 4.26 were in “fair and worth to use” category. By having those result, this LEEF (Learning English Easy and Fun) is feasible to be used as a learning media for seventh grade students of junior high school. Furthermore this research can be used as reference to other researchers in developing English learning media in different level of students.
The Correlation between the Teacher's Oral Feedback and the Students' Writing Motivation Irawan, Rifki; Dininorani Seran, Edita
FOSTER: Journal of English Language Teaching Vol. 2 No. 3 (2021): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v2i3.51

Abstract

This study aims to determine the correlation between the teacher’s oral feedback and the students’ writing motivation. This study is quantitative research with a correlation method. The researcher conducted this study at SMPN 2 Kasihan. The population of this study included all of the 8th graders. The sample of this study consists of 93 students. To gain the data, the researcher distributed the questionnaires to the students. The data analysis technique used in this research used Rank Spearman Correlation, with SPSS version 23 for the windows program. The result of the research showed that there is a correlation between the teacher’s oral feedback and the students’ writing motivation. It is evidenced by the Rank Spearman correlation test results with the significance value of 0.000, where it is <0.05.
EFL Teachers' Evaluation on “Skillful-Teaching Writing and Reading 02" Le, Thao; Le, Mai; Nguyen, Quyen
FOSTER: Journal of English Language Teaching Vol. 2 No. 3 (2021): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v2i3.57

Abstract

In case that many reforms in learning and teaching English in Vietnam were implemented, exploring the effectiveness of different coursebooks was raised to be a sufficient need. This research is more qualitative than quantitative in its nature, aiming to investigate EFL teachers’ evaluation of the coursebook Skillful – Reading & Writing 02 in a specific educational institution in the Mekong Delta. Thirteen teacher participants using the books were invited to participate in this study. Quantitative and qualitative data were collected by using two instruments, questionnaires and semi-interviews. The study provided a new checklist for evaluating materials in teaching and learning reading and writing. The findings showed that (1) the merits of the coursebook Skillful – Reading & Writing 02: e.g. colorful illustrations, numerous online learning resources accompanying online accounts, suggestive topics, updated contents, and impressive study skills component; and (2) demerits of the book in terms of writing section which does not match the general objectives of the program. Likewise, (3) the cons are regarding quite small font size and long listening activities of the coursebook. Additionally, some implications were suggested in this study to enhance the effectiveness of using sufficient materials for higher educational institutions.
The Students' Mastery of Modal Auxiliary at the Second Year of SMP Negeri 5 Malangke Fibri Indira Lisanty; Musfira
FOSTER: Journal of English Language Teaching Vol. 2 No. 3 (2021): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v2i3.61

Abstract

This research aims to determine the students’ mastery in using modal auxiliary at second grade of SMP Negeri 5 Malangke. This research applied descriptive quantitative method as the research design. the population of this research is class XII of SMP Negeri 5 Malangke. This research used all the students at the second grade of SMP Negeri 5 Malangke as the population of this research. The total number of population from this research is 125 and the total sample of this research is 20 students. The researcher uses purposive sampling as the technique in determining the sample. This research used test as a instrument of this research. The results of this research indicated that the students’ mastery in using modal auxiliary at second grades of SMP Negeri 5 Malangke is still low. It can be proven from the average of this research. The average of this research is 40, it means that almost the students have low mastery in vocabulary. Therefore, the researcher concluded that the students’ mastery in using modal auxiliary at second grades of SMP Negeri 5 Malangke is poor.
The Use of Google Classroom in Learning English at the Eleventh Grade at SMKN 1 AMPEK ANGKEK Anggraini, Mona; Syahrul, Syahrul
FOSTER: Journal of English Language Teaching Vol. 2 No. 4 (2021): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v2i4.43

Abstract

The purposes of this study were to find out what were students’ difficulties in using Google classroom and how the teacher describe usage Google Classroom in learning English. In this research, the researcher used a qualitative approach, in the form of descriptive qualitative. The informants of this study were students from grade 11th TB 1. The data was got by online observation and interview. The results of the study showed that students’ difficulties in using Google Classroom that were the students had difficulty in uploading videos through Google Classroom, it was caused by the students confused when uploading video through Google Classroom. Then, the students were incorrect in sending assignments in Google classroom, because the students are difficult to upload assignments correctly. Furthermore, the teacher only usage Feature about the assignment in Google Classroom such as giving assignment, material, direction, and deadline. Meanwhile, the teacher didn’t use many features in Google classroom based on their function such as Announcement, Google Calendar, Question, Quizzes, discussion, and grading assessment. Thus, the teacher only used feature related assignments and material, while there were many features in Google Classroom which the teacher did not use based on their function.
Exploration of Phrasal Verbs in ELT Textbooks: A Corpus-Based Analysis of Lower Secondary Level Bangladeshi Books Naywaz Sharif Shubha
FOSTER: Journal of English Language Teaching Vol. 2 No. 4 (2021): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v2i4.55

Abstract

The study aims at exploring the usage of the Phrasal Verbs in the lower secondary Bangladeshi ELT textbooks which are prescribed by the Government of Bangladesh at national education levels. The methodological approach continues in this study based on the corpus tools and related analysis on the topic of Phrasal Verbs usage in those textbooks. The phrasal verbs that are found in the textbooks are extracted from the textbooks; their frequency distributions are analyzed, and finally checked with the two most authentic corpus of the English Language - The British National Corpus (BNC) and Corpus of Contemporary American English (COCA). Alongside, deriving the top fifteen Phrasal Verbs in the textbook corpus with their significant values; the relative positions to the two reference corpora and other corpus-related scores of the phrasal verbs are compared, regarding the study of Liu (2011). The results find that the Phrasal Verbs used in the selected textbooks are quite irrelevant to the two standard big corpora. Finally, based on the findings some remarks and implications are prescribed for pedagogical purposes. The current study would be the first one that examines the Bangladeshi Lower Secondary ELT textbooks assisted by the corpus approach.
An Analysis of EFL Teachers’ Fear of Failure as Their Motivation for Pursuing Graduate Studies Le, Thanh Thao; Trinh Quoc, Lap
FOSTER: Journal of English Language Teaching Vol. 2 No. 4 (2021): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v2i4.60

Abstract

Many studies have been conducted to clarify the impact of teachers’ motivation for participating in TPD activities; nevertheless, none of them has viewed teachers’ fear of failure as their motivation for TPD, especially for pursuing graduate programs in the Vietnamese context. That explains why this current qualitative study with the participation of nine EFL teacher interviewees was administered to fill in the abovementioned gap. Moreover, the study was conducted in a tertiary institution in the Mekong delta of Vietnam. Based on the data analysis, several teachers’ fears of failure as their motivation for following graduate programs were detected. Their fears included self-perceived inadequate qualifications in TEFL which resulted in their ineffective teaching performances. Participants were also much concerned about losing a job, failing to have opportunities to further their education and losing momentum for work due to routinized teaching. Mid- age job crisis, negative effects of lacking role models on the growth of children and other younger people, lack of collegial support, and low self-confidence were found to be motivating fears which stimulated participants to make them pursue higher degree programs. The paper ends with discussions of the findings and pedagogical implications
Teacher's Questioning Strategies during the Classroom Interaction at Islamic Senior High School Putri, Desi Yulia; Reflinda, Reflinda
FOSTER: Journal of English Language Teaching Vol. 2 No. 4 (2021): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v2i4.62

Abstract

There were several students’ problems that the writer found at Private Islamic Senior High Schools (MAS) including in MAS AsySyarif Koto Laweh Tilatang Kamang. First, some students are often silent in English class. Second, some students find it difficult to understand the learning material. The last the teacher ignores the differences in students' abilities. This research aims to determine the type of questioning strategy and how to apply the questioning strategy in classroom interaction. This research is qualitative descriptive. The informant of this research was an English teacher at MAS AsySyarif Koto LawehTilatangKamang. The data were obtained through observation and interviews. This research found 6 types of Questioning Strategies used by the teacher, there were Knowledge questions, Comprehension questions, Application questions, Analysis questions, Synthesis questions, Evaluation questions. And found 3 to apply questioning strategy there were, questioning at the beginning, Questioning at the middle of the class, and Questioning at the end.
The Use of Small Group Discussion in Teaching Reading Comprehension at Junior High School Ningsih, Suriana; Amin, Bahrun; Muhsin, Muh. Arief
FOSTER: Journal of English Language Teaching Vol. 2 No. 4 (2021): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v2i4.63

Abstract

The background of this research is that the use of the small group discussion method is more effective than the preaching method in teaching reading comprehension. understanding because they can read more comprehensively with their friends in small groups and then discuss the information they have read. The purpose of this study was to determine the effect of student learning outcomes by using small group discussions in learning reading comprehension. This study uses a quantitative method by giving tests, namely pre-test and post-test to twenty eighth grade students at SMP Muhammadiyah Camba. This research applied a pre-experimental design. The test given to students is in the form of multiple-choice in the form of narrative text reading. The results of this study indicate that the experiment conducted by the researcher on students affects learning outcomes by Using Small Group Discussions in teaching reading comprehension. The average value in the pre-tests is 49.25 while the post-tests have an average value of 82.75. It was provided in the value of the t-test (8.152) which was greater than the value of the t-table (2.093). It indicated that there were significant differences, this is also indicated H1 was accepted and H0 was rejected.

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