FOSTER: Journal of English Language Teaching

Journal Information
EISSN : 2723-4126
Total articles ≅ 23
Filter:

Latest articles in this journal

Arief Eko Priyo Atmojo
FOSTER: Journal of English Language Teaching, Volume 2, pp 309-319; doi:10.24256/foster-jelt.v2i2.39

Abstract:
This research aims to investigate whether: (1) PLEASE strategy is more effective than RAFT strategy for writing; (2) Students having high self-esteem are better in writing than those having low self-esteem; and (3) There is an interaction between the strategies and the students’ self-esteem. This research was done at a state secondary school located in Sragen, Jawa Tengah, Indonesia. Cluster random sampling was employed to get the sample consisting of two classes. PLEASE strategy was used in the experimental class meanwhile RAFT strategy was employed in the control class. The students in each class were categorized into students having high self-esteem and low self-esteem. Writing test and self-esteem questionnaire were utilized to gather data. Multifactor Analysis of Variance ANOVA 2 x 2 test and Tukey test were employed to analyze the data after normality and homogeneity tests were undergone. The results indicate that: (1) PLEASE strategy is more effective than RAFT strategy for writing; (2) Students having high self-esteem are better in writing than those having low self-esteem; and (3) There is an interaction between the strategies and the students’ self-esteem. It suggests that PLEASE strategy is an effective strategy for writing compared to RAFT strategy. Further researches comparing PLEASE strategy to other strategies, techniques, or methods and collaborating it with media and innovative materials for writing are encouraged.
Mahardhika Pradana
FOSTER: Journal of English Language Teaching, Volume 2, pp 293-308; doi:10.24256/foster-jelt.v2i2.34

Abstract:
This study aims to investigate the process of online peer assessment implementation in a writing activity and to find out the students’ responses toward the implementation of online peer assessment in learning writing skills. This research uses a qualitative approach and case study as the research design. The data were collected with the triangulation data by observation, interview, and documentation. Observation checklist, in-depth interview, and documentation used as data retrieval instruments. The subject of this study is an English teacher and students of class XI TKJ 1 at SMKN 1 Rawamerta. The result of this study shows that the implementation of peer assessment in writing skills is very effective to help the students in learning writing and evaluating learning process. Before the implementation of peer assessment, the students were not able to recognize their mistakes in detail, they could only find out about the numerical score, and did not know about how to assess. Based on the result obtained, it is concluded that teaching writing to the students’ responses toward the use of peer assessment was positive. It can be seen from the attitude and enthusiasm. Students agreed that peer assessment is a very effective technique used in writing activities. It can be concluded that online peer assessment can be applied both in writing and speaking as well as an important part of the move towards more forms of participatory learning. There is a need to apply it in the schools and universities since it is more adaptable to modern developments in the assessment of learning outcomes.
Orli Binta Tumanggor, Aprilza Aswani, Winda Syafitri
FOSTER: Journal of English Language Teaching, Volume 2, pp 320-330; doi:10.24256/foster-jelt.v2i2.44

Abstract:
Learning a second or foreign language is quite different from acquiring the first language or mother tongue. There are some differences found in different languages including the grammatical pattern. It tends to make the learners have errors in writing or speaking English. This study investigated the students’ analyses toward grammatical error on social media posts. The subject of research are 15 students of Politeknik Negeri Medan majoring computer engineering.There were 20 errors found by students which were further analyzed by using surface taxonomy theory. This study showed that the students’ analyses were dominantly on misformation analysis, followed by omission, addition, and misordering analysis. Misformation is the highest rate of errors found as it actually covers many grammar topics in english such as tenses, participle, verbal sentence, nominal sentence, part of speech, and others as analyzed by students on social media posts. Besides, no students found blends analysis, it might due to their lack of knowledge of blends itself. Key word: Grammatical error, social media, surface taxonomy theory
Peni Oktavia, Syahrul
FOSTER: Journal of English Language Teaching, Volume 2, pp 331-345; doi:10.24256/foster-jelt.v2i2.46

Abstract:
The background of this research was the presence of anxiety among some students in their English Speaking activities in the school. In language learning, anxiety influenced speaking performance. Therefore, the researcher conducted observations and interviews to finding the real condition. In addition, some students had anxieties when speaking English because anxiety had an effect on performance while some other students had no problems. Relate to this condition, the researcher wanted to investigate the correlation between students’ anxiety and speaking performance at the second grade of SMAN 1 Pantai Cermin Kabupaten Solok Academic years 2020/2021. This research used quantitative approach in the type of the correlation design. The population of this research was all class of the second grade in SMAN 1 Pantai Cermin and all of them became sample because they were less than hundred. The data was got by questionnaire and documentation. The students fill the questionnaires directly relate to their anxiety in speaking. The questionnaires was adopted and adapted from foreign language classroom anxiety scale (FLCAS) developed by Horwitz (1986). The data of the documentation were taken from the students’ final scores in the speaking.To analyze the data, the researcher used the SPSS version 20 for windows. In analyzing the data, the researcher used Person Product Moment formula to find out the significant correlation, to find out the correlation direction and to find out the correlation magnitude of students’ anxiety and speaking performance. The results of the research showed that there was a correlation between students’ anxiety and speaking performance at the second grade of SMAN 1 Pantai Cermin academic years 2019/2020. The researcher found that the coefficient of correlation between students’ anxiety and speaking performance at the second grade of SMAN 1 Pantai Cermin was 0,146. The correlation was positive and significant. It means that Ho is rejected and Ha is accepted. Thus, there is a positive correlation between students’ anxiety and speaking performance at the second grade of SMAN 1 Pantai Cermin. Based on the result of the research, it can be conclude that if the students have high anxiety automatically she/he have low ability in speaking performance or when the students have low anxiety automatically she/he have high ability in speaking performance. Keywords - Correlation, anxiety, speaking performance. .
Yousra Ali Aghanimi, Fawzia Mohamed Elwafi, Fahima Mohamed Bannur
FOSTER: Journal of English Language Teaching, Volume 2, pp 282-292; doi:10.24256/foster-jelt.v2i2.38

Abstract:
Teacher self-evaluation is an important dimension in the overall evaluation activities in educational programs. However, this dimension is often overlooked and not given its right share of importance. Teacher self-evaluation is neither included in teacher training programs nor is considered a basic requirement from teachers as they develop in their careers. The significance and value of teacher self-evaluation as a core element in continuing professional development requires that self-evaluation proceed all other forms of evaluation. To support the claim that teacher self-evaluation is a missing element in the area of investigation, the researchers conducted a study which adopted a survey that involved eleven schools and 86 Libyan teachers. The results of the study showed that while many teachers perform some sort of self-reflection about their teaching, they do not recognize self-evaluation as a basic requirement in developing their career. When the effectiveness of teacher self-evaluation was probed in contrast to external evaluation, most teachers agreed that teacher self-evaluation could play a far more vital role in continuing professional development.
Andi Tenrisanna Syam, Amalia Yahya, Riska
FOSTER: Journal of English Language Teaching, Volume 2, pp 1-12; doi:10.24256/foster-jelt.v2i1.28

Abstract:
The purpose of this research is to find out whether the students who are taught by using mind mapping have better achievement than the students who were taught by using a non-mapping strategy. This research used a quasi-experimental method. The population of this research consisted of tenth-grade students of MAN Palopo. The writer used purposive sampling, where there were two classes as the sample. They were; class X MIA I and X MIA II. Each class consisted of 30 students. The writer gave pretest and posttest to the students—three aspects of speaking skill assessed, namely accuracy, fluency, and comprehensibility. The result of this research shows that the students who were taught by using mind mapping did not have better achievement than the students who were taught by using non-mind mapping. The data showed that t-obtained was higher than t-table (t-o > t-table). The findings of t-obtained were 0.216, whereas the level of significance of 0.05 (5%) was 2.002. It means that 2.002 ≥ 0.216. The orienting number of significance shows that 0.830 > 0.05. Therefore, the Null Hypothesis (H0) accepted, and the Alternative Hypothesis (H1) rejected. Some problems found by the writer namely, the students switch code to speak up because they did not know the English meaning of the words, the students still read the text to speak because they did not memorize the language pattern that had been given. So, they had difficulties in speaking without reading the text. They felt hungry, tired, and bored in the class, and some of the students had meetings’ organization after they were an exam.
Annisa Aditya
FOSTER: Journal of English Language Teaching, Volume 2, pp 13-24; doi:10.24256/foster-jelt.v2i1.21

Abstract:
The purposes of this study were to describe students’ fluency level and to identify students’ disfluency factors at MA KMM Kauman Padang Panjang. It employed quantitative research method with the class of grade XI students as the research population. There were 25 students taken as the research sample selected through purpossive sampling technique. The data were collected through speaking test and a set of questionnaire. In the speaking test, students were allowed to choose one of five topics provided and were asked to deliver short talks for 2 minutes. These short talks were recorded. In addition to the speaking test, there were 20 questions with four options as the answers. These questions represented five main factors of disfluency such as task with task difficulty, meaning focused, time pressure, planning and preparation, and task repetition. The collected data were mainly in the form of transcription texts mined from the recordings of the short talks as well as the answers from the questionnaire. The results of the study show that students’ fluency level at grade XI of MA KMM Kauman Padang Panjang is good (level 3). However, the information on disfluency which prevented them to get a higher score were also identified. Most of the main disfluency factors were task with task difficulty, meaningfocused, time pressure, planning and preparation, and task repetition.
Masruddin Masruddin, Dewi Furwana, Abdul Jafar
FOSTER: Journal of English Language Teaching, Volume 2, pp 46-54; doi:10.24256/foster-jelt.v2i1.29

Abstract:
This research about the efficacy of think talk write strategy in improving writing skill for teenagers at Batu Walenrang Palopo. The purpose of this research is to find out whether or not the use of think talk write strategy is effective in improving writing skill for teenagers (16th-17th) at Batu Walenrang Palopo. This research applied the pre-experimental method, the research is carried out in one class, the population of this research is teenagers at Batu Walenrang Palopo. The sample of this research are nine teenagers (16th-17th) at Batu Walenrang Palopo. The sampling technique in this research is the total sampling technique. The instrument of this research is writing test. The researcher gives pretest and post-test to the teenagers. the data are analyzed using Spss 20. The result of this research shows that the use of think talk write strategy is effective in writing. It could be proved from the result of the calculation that students score in the post-test is higher than students score in the pre-test. The mean score in Post-test is higher than the mean score of the pre-test P=0.003>0.005. It means that is the use of think talk write strategy is effective in improving writing skill for teenagers (16th-17th) at Batu Walenrang Palopo. The implementation of this research as an alternative for educators in developing students' understanding in learning.
Dahlan Dahlan
FOSTER: Journal of English Language Teaching, Volume 2, pp 55-64; doi:10.24256/foster-jelt.v2i1.27

Abstract:
The study aimed to find out the Students’ difficulties in comprehending TOEFL reading Test. The description of the data through the question as explained in the previous section showed that the students have some problems or difficulties in TOEFL. There are five items of the difficulties faced by students of fourth-semester students of IAIN Palopo in the Academic year 2019/2020 about determining the main idea, supporting detail, vocabulary, reference, and inference. Those facts are also backed up by the result of a questionnaire which shows that those items must be considered to be resolved.
Lia Aulia Suryani, Hilma Pami Putry, Hafizul Khair
FOSTER: Journal of English Language Teaching, Volume 2, pp 65-75; doi:10.24256/foster-jelt.v2i1.26

Abstract:
This research was directed to find out whether there any significant correlation between students' critical thinking and argumentative writing skill in IAIN Bukittinggi. The researcher found several problems in the field, the problems were students got difficulties in starting and developing their ideas into writing a paragraph, they have limited vocabulary in the English language, and some of the students don’t use transition signals. This research employed a correlation design. The population of this research was the students of the fifth semester in Iain Bukittinggi. The researcher used random sampling were the students of class 5A, class 5B, and 5C to get the sample of the research. In collecting the data, the researcher used a reading test to know of students of critical thinking, and the researcher used of writing test to know of argumentative writing essay. The data were processed and analyzed by SPSS 22.0 Statistic technique of product-moment t-test formula and consulted the result into t-table with the level of significant α = 0.05.The result of this study by the correlation coefficient (r-x-y) 0,787. It shows that there was a high correlation between students' critical thinking and argumentative writing, it included the scale of r interpretation score between 0,60- 0,79. Furthermore, with df =25. And the level of significance 0,05 (α= 5%) obtained 0,396. So , try = 0,787 > t table 0,396. So, Ha was accepted and Ho was rejected. It means that there was a correlation between students critical thinking and argumentative writing skill.
Back to Top Top