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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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The Application of Reader-Response Theory in EFL Teaching and Learning in Nigeria Adewoye, Abraham Temitayo
FOSTER: Journal of English Language Teaching Vol. 3 No. 2 (2022): 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.v3i2.68

Abstract

This research article focuses on the interventions to enhance English language teaching and learning through literature in Nigeria's senior secondary school educational system. The research looks at the application of reader-response theory to the teaching of literature to realize its ability to improve students' quantity and consistency of talk in the English language classroom. The underlying ideas were that the reader-response approach, which used techniques like literature circles, would broaden the reach of communicative language instruction beyond literature-based classrooms and provide the ability to build learner independence outside of the classroom. However, the study would also emphasize the advantages of this technique, such as increasing language competence and abilities and offering more suitable cognitive difficulties to Nigerian senior secondary school students enrolled in an English language course. The results suggest that the basis of knowledgebase, in this case, the high school curriculum, did not lay a strong knowledge base framework.
Pedagogy Training Courses in the Mekong Delta: EFL Teachers' Satisfaction and Expectations Le, Xuan Mai; Phan, Thanh Dat; Le, Thanh Thao
FOSTER: Journal of English Language Teaching Vol. 3 No. 3 (2022): 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.v3i3.99

Abstract

This study investigates EFL teachers’ expectations and satisfaction with the teaching pedagogy training courses in the Mekong Delta. The study was conducted on teachers of English in the Mekong Delta of Vietnam, including 51 teachers answering the questionnaires, and six teachers were randomly invited for the interview. The results from the study revealed that the EFL teachers showed high expectations in the teaching pedagogy training courses. Significantly, the teachers expected to train on language teaching methodology, lesson planning, and technology the most. Additionally, most participants expressed high satisfaction with the teaching pedagogy training courses they had participated in. Remarkably, they were delighted with the program issues and academic aspects of training. The significant findings of this study were expected to contribute to the insightful understanding of EFL teachers’ needs and demands for training courses in general and suggestions for more effective training courses in the future.
Lexical Semantic Errors in Undergraduate Students' Academic Writing Letsoela, Puleng Makholu; Matlosa, Litsepiso
FOSTER: Journal of English Language Teaching Vol. 3 No. 3 (2022): 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.v3i3.101

Abstract

In language teaching and learning, the correct use of vocabulary in the target language is as important as the language's grammar. This study investigates lexical semantic errors in the academic writing of 4th-year undergraduate students at the National University of Lesotho. Using the random sampling method, ten Action Research reports were selected. Errors were identified and analyzed using Hemchua and Schmitt's (2006) classification. Findings in the study indicate that errors resulting from the confusion of sense relations were most frequent, followed by errors in collocation and translation errors. The study recommends that teaching communication skills courses offered at the year 1 level should include explicit vocabulary teaching to minimize semantic errors, which, as is argued, result in incomprehensible texts.
Learning Speaking Skills from Home: The Perception of Cokroaminoto Palopo University Students Lisanty, Fibri Indira
FOSTER: Journal of English Language Teaching Vol. 3 No. 3 (2022): 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.v3i3.102

Abstract

This research aimed to determine what the students’ perception of speaking ability through learning from home at the 5th semester of Cokroaminoto Palopo University. The researcher used the descriptive qualitative method in this research. The researcher administered the open-ended questionnaire to the 5th semester of Cokroaminoto Palopo University by using an online questionnaire. The data was analyzed by using qualitative data analysis from Miles and Huberman. This research indicates that the students had a negative perception of e-learning during the covid-19 pandemic. After all, online learning made their speaking ability cine down because online learning was not compelling enough for their speaking abilities. Furthermore, some obstacles/problems faced during online learning are unstable networks, hard to understand the material, lack of internet quota, and lack of motivation.
Presentation-Practice-Production (PPP): Elicitation Technique Used by the English Teacher to Teach Grammar Oryza, Fatma; Asad, Fitriah; Soraya, Irma
FOSTER: Journal of English Language Teaching Vol. 3 No. 3 (2022): 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.v3i3.104

Abstract

ABSTRACT Presentation-Practice-Production (PPP) has been a common teaching model to improve grammar understanding. A videotaped classroom found on YouTube uses the PPP model with proper elicitations that create student-centered. This study aims to investigate the number of elicitation questions in each stage of PPP and its role to stimulate learning that most benefits students. A quantitative method was used to determine the most frequently used type of elicitation question in each stage. In addition, the data of the selected transcript extracts is qualitatively analyzed using conversational analysis. The result shows that closed-ended questions are mostly used in the presentation phase. Meanwhile, open-ended questions are mostly used in the practice and production phases. It is concluded that a close-ended question fits the stage that needs high guidance from the teacher like when lecturing. Meanwhile, the open-ended question is suitable for a stage that is freer for students to practice and explore.
Empowering Students' Vocabulary Through Vocab-O-Gram at Senior High School level Ismail, Hamid; Bakri, Rina Asrini; Saiful, Saiful; Kurnia, Yustina
FOSTER: Journal of English Language Teaching Vol. 3 No. 3 (2022): 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.v3i3.108

Abstract

This study aims to determine whether the Vocab-O-Gram strategy can increase students' vocabulary. This study's methodology is pre-experimental. In this situation, the aforementioned strategy assisted the students in enhancing their motivation to lift new vocabulary. Students at class science II (two) SMA Bajiminasa Makassar as the population in this research. 20 students participated in the study's sample, which was created using a representative sampling technique in which only a small number of students were selected as the study's potential subjects. The data in question was then examined in the percentage format, along with ratio and percentage analysis and t-test. The results of the data analysis show that there are differences between the two tests namely the pre-test and post-test, which are distinguished by the fact that the test taken after the first one is larger than the test taken before it (8.35 > 6.05). The t-test result was more significant than the t-table result (22.11 > 2.039) at the significance level of 0.05 per cent. The data that was obtained by the researchers and entered into the table shows that the ratio of the initial rate to the final rate is larger. It can be inferred that the Vocab-O-Gram strategy was successful in raising the test scores of the second-grade students at SMA Bajiminasa Makassar.
The Effects of Video Materials on English-Major Students’ Learning: A Test of Hypotheses in the Vietnamese Context Ho, Thanh Vy; Le, Thanh Thao
FOSTER: Journal of English Language Teaching Vol. 3 No. 4 (2022): 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.v3i4.114

Abstract

Video materials are used more frequently in English as a foreign language (EFL) classes since they are perceived to be effective. However, using video materials is challenging because it requires EFL teachers’ abilities to determine the videos' suitability for their learners. As a result, this study was conducted qualitatively to listen to language learners’ voices about using video materials in their English classes. There were six hypotheses related to the use of video materials in the Vietnamese context. Fine focus-group interviews were organized to collect data from 25 English students learning in a tertiary institution in the Mekong Delta of Vietnam. The data revealed that Vietnamese students perceived using video materials to be effective. The animated videos with beautiful sounds helped improve their learning motivation. Regarding the existence of video materials on various online platforms, the students could learn outside the classroom as well as increase their learner autonomy. However, to integrate video materials into classroom activities, English teachers were required to have sufficient abilities to choose the appropriate videos for their learners. As a result, the study proposed several practical implications for educators who would like to use video materials in their classrooms.
Communicative Orientation of English Language Classes Mier, Marie Ruffie; Blanco, Gem Aiah B.
FOSTER: Journal of English Language Teaching Vol. 3 No. 4 (2022): 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.v3i4.52

Abstract

This study explored on Communicative Orientation of English Language Classes employing the classroom discourse analysis in qualitative research design. The participants of the study are the first year Secondary Education-English students of Bukidnon State University, College of Education. The data gathering was facilitated through the use of Communicative Orientation of Language Teaching observation scheme. The findings revealed that participant organization was mainly student to student in most of the activities with the same assigned task among learners; class management is apparently through discipline, functions, and discourse analysis with limited range of topics that are highly controlled by the teacher; students’ mode of interaction was more on speaking; there is very minimal use of materials for classroom interaction. Further, the participants used L2 than L1; students were noted to have genuine requests and the giving of information were mostly relatively predictable; students’ speeches were to a minimal extent due to the activity type used; the teacher and students showed very limited use of explicit code reaction to errors committed by students; expansion, commenting, and elaboration were found to be prevalent; students were found to have a higher frequency of discourse initiation during classroom interaction; relative restriction of linguistic form was rarely observed; and two other features surfaced which were not predetermined features are on code-switching and the use of fillers. The study revealed that the first-year BSE English students’ speeches are in L2 and to a minimal extent depending on the activity type used by the teacher. Therefore, communicative events such as activity types have direct impact to the use of the different communicative features.
Developing Junior High Students’ Writing Skills through WhatsApp Messenger Hartati, Nur; Nugroho, Andhi Dwi; Subekti, Nanang Bagus
FOSTER: Journal of English Language Teaching Vol. 3 No. 4 (2022): 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.v3i4.112

Abstract

The objectives of this study are to investigate the use of WhatsApp messenger to develop students’ writing skills, and to find out the benefits and challenges of the use of WhatsApp messenger to develop students’ writing skills. The design of this study was classroom action research. The researcher used observation, interview, and test to collect the data. In analyzing the data, the researcher followed the procedure of data reduction, data display, and conclusion drawing. The study reports that there was an improvement of the students’ recount text writing skill through scientific approach. In cycle I, the percentage of scores covers steps of rhetorical was (67.50%), grammar (71.25%), vocabulary (66.25%), clarity of meaning (67.50%), and relation between ideas (63.75%). In cycle II, the percentage of scores covers steps of rhetorical was (78.75%), grammar (78.75%), vocabulary (76.25%), clarity of meaning (87.50%), and relation between ideas (81.25%). This study also reports some benefits of using WhatsApp messenger were; the students used their creativity in teaching and learning activity, were interested in teaching and learning processes, and conveyed their assumptions in associating and networking freely. In contrast, it also had challenges in teaching and learning processes. The challenges were; most of students were not enthusiastic to follow teaching and learning of WhatsApp messenger. They must be persuaded to ask questions in questioning phase and they must be directed to be disciplined in the classroom.
Oral Feedback for English Language Learners Development Nita Yusovi, Vindy; Asmiyah, Siti; Muhtarom, Muhtarom
FOSTER: Journal of English Language Teaching Vol. 3 No. 4 (2022): 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.v3i4.119

Abstract

In ELT there are many types of oral feedback that can be used by teachers to respond and correct the mistakes of language learners. However, there are still many teachers who have difficulty or less reflection in choosing the appropriate feedback for students. Therefore, this study aimed to identify the important role of the types and ways in giving oral feedback by an English teacher in language learner development. This study uses a content analysis method using secondary data taken from the previous study in the form of journal articles and thesis published in Indonesian and International journal sites in the past two decades. The result of this study revealed that from 2009 to 2021 there were many changes regarding the application of oral feedback. However, it was found that corrective feedback always be used continuously from year to year, while one of the most dominant types of oral feedback used was explicit feedback.

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