FOSTER: Journal of English Language Teaching

Journal Information
EISSN : 27234126
Current Publisher: Faculty of Education and Teacher Training (10.24256)
Total articles ≅ 7
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Articles in this journal

Lestari Anwar, Dewi Furwana, Muhammad Iksan
FOSTER: Journal of English Language Teaching, Volume 1, pp 1-8; doi:10.24256/foster-jelt.v1i1.2

Abstract:
This research about Developing Students' Reading Worksheet of tenth grade at SMA Negeri 4 Palopo, the researcher formulated the research question as follow: what kind of Reading Worksheet are suitable for tenth students'. The objective of this research is to create and develop reading worksheets for tenth-grade students' by using the Addie design model. In this research and development from the Addie model, this consists of Analyzing, Designing, Implementation, and evaluating. There are 14 students and two experts' validation. The instrument of the data collection is a questioner. The result of the research shows that the researcher develops and make a product based on the students' need. And the development of this product is also carried out based on the syllabus and curriculum that apply in the school itself. Based on the worksheet, have a development already appropriate necessity and lack of the students, and with the development worksheet would students' reading ability.
Andi Hasriani, Masruddin
FOSTER: Journal of English Language Teaching, Volume 1, pp 9-14; doi:10.24256/foster-jelt.v1i1.3

Abstract:
This research focused on using the scrambling method to teach grammar at the eleventh-grade students of Senior High School Number 2 Palopo. The research problem of this research was: “Does the scrambling method effectively improve students’ grammar mastery?”. The objective of this research was to find out whether or not the scrambling method effectively improves students’ grammar mastery. In this research, the researcher used pre-experimental design, and the treatments were conducted in six meetings. The population of this research was the eleventh-grade students of senior high school 2 Palopo. The researcher used a total sampling technique. There were 26 students from IPA 3 class involved in this research. The instrument used to collect data was a written test. It was divided into pretest and post-test. The data of this research were analyzed quantitatively by using SPSS program version 20. The result of this research showed that the scrambling method effectively improves students’ grammar mastery. The mean score in the pretest is lower than the mean score in the post-test (63, 85 < 82, 23). The researcher found that the p-Value is 0.00, and the alpha is 0.05, therefore p 63,85).
Wahidin, Amalia Yahya
FOSTER: Journal of English Language Teaching, Volume 1, pp 63-82; doi:10.24256/foster-jelt.v1i1.8

Abstract:
This thesis uses snowball to improve student reading with the research question, "How to use snowball throwing in SMPN's second-year students. This research employed Classroom Action Research (CAR) with cycles: first cycle, second cycle. Each cycle consists of four steps: planning. Acting, observing, reflecting. Four meetings during the research cycle. Class VIII, three samples of this study, consisted of 20 students. The study result revealed that Cycle 2 was better than Cycle one scores. During the lesson, the students showed great enthusiasm. Cycle 2's mean score is 82,75, and the percentage of student activity observation The student reading mastery increases after Cycle 2. The appropriate way to teach reading using snowball throwing is: (1) giving students more motivation to build confidence and spirit to study hard and be active in learning. (2) Before starting the learning process, more explanation of the material and giving the game than allowing the students to say what they do not understand. (3) Giving reward/gift for appreciation, (4) grouping students into a small group of 5 students. (5) Narrative text glossaries (6) Observers and writers were observing student activities. (7) Testing students to know the students ' improvement in reading after Using Snowball Throwing Learning (focus on the narrative text)
Reski Jayanti Sagita, Sahraini, Andi Tenrisanna Syam
FOSTER: Journal of English Language Teaching, Volume 1, pp 15-28; doi:10.24256/foster-jelt.v1i1.4

Abstract:
This research aimed to design the English syllabus for first semester students of the Islamic Education Study Program at IAIN Palopo. Based on the observation in June 2019, the researcher found several problems from the previous syllabus, such as the syllabus used general English, not specific English; the syllabus served a little portion of the discussion on topics of students’ needs and interests of Islamic Education. The research design used in this research was Research and Development (R&D) utilized the 4D model. It consists of defining, designing, developing, and disseminating. The procedures included analyzing English materials needed by the students of the Islamic Education study program then design the syllabus. The designed English syllabus for students of the Islamic Education study program at IAIN Palopo includes learning goals, learning material, learning methodology, learning indicators, and learning media. The product was tried out to the second semester of students of the Islamic Education study program at IAIN Palopo. The instruments were used in this research were questionnaires for need analysis and observation sheets for three expert validators and students’ perception. In this research, three experts were involved in order to validate the product. There were five systematic aspects that they validate of the product: Format Syllabus, Syllabus Content, Language and Writing, and Time allocation. Therefore, the result indicated that based on the experts’ validation as well as try-out design result, the product of this research was appropriate to be applied for students of the Islamic study program in the first semester as the primary syllabus for the English course.
Nina Utami, Madehang
FOSTER: Journal of English Language Teaching, Volume 1, pp 55-62; doi:10.24256/foster-jelt.v1i1.7

Abstract:
This thesis focused on the research questions is how the English Teacher performance in teaching, include: how the planning of the teacher before teaching, how the strategies of the teacher in teaching, and constraints that affect teacher performance in teaching at SMAN 3 Palopo. The data were collected through observation, interviews, and documents, and were analyzed using qualitative descriptive techniques. The object of the research was the teacher of SMAN 3 Palopo, who has been certified. The research analyzed the data that has been found by observation, and the result was explained in the discussion. The results showed that the performance of English teachers in teaching at SMAN 3 Palopo was quite good. Saw from his readiness before teaching, the selection of strategies and methods that were suitable, as well as how to deal with all the obstacles that exist.
Helma, Jufriadi
FOSTER: Journal of English Language Teaching, Volume 1, pp 29-40; doi:10.24256/foster-jelt.v1i1.5

Abstract:
This thesis is about Improving Students Mastery Vocabulary Through Observe and Remember the game at the Seventh Grade SMPN 2 Palopo. The problem statement of this thesis: Is the use of Observe and Remember the game useful to improve the students’ vocabulary at the seventh grade SMPN 2 Palopo? The objective of the research: To find out whether or not the use of Observe and Remember the game is effective in improving students’ vocabulary in the seventh grade SMPN 2 Palopo. This research applied pre-experimental. The population of this research was the seventh-grade students of SMPN 2 Palopo. The population there is only one class that consists of 30 students, and the taking sample technique is a total sampling. The instrument of the research was a vocabulary test. The pre-test was given to know the basic ability of the students’ vocabulary and the post-test given to know the students’ improvement in students’ vocabulary after given the treatment and the research used to observe and remember the game. Then the test was calculated and analyzed using SPSS 20. The researcher can conclude that using Observe and Remember games is useful in improving students’ vocabulary at the seventh grade SMPN 2 Palopo. It was proven by a significant difference between the students’ mean score of pre-test and post-test. In the pre-test, the students’ mean score is 51.00, and the students’ score in the post-test is 92.33. Observe and remember the game can improve students’vocabulary because students are active in learning English. Besides, using the game can improve communication between students and teachers when learning processes. This thesis is about Improving Students Mastery Vocabulary Through Observe and Remember the game at the Seventh Grade SMPN 2 Palopo. The problem statement of this thesis: Is the use of Observe and Remember the game useful to improve the students’ vocabulary at the seventh grade SMPN 2 Palopo? The objective of the research: To find out whether or not the use of Observe and Remember the game is effective in improving students’ vocabulary in the seventh grade SMPN 2 Palopo. This research applied pre-experimental. The population of this research was the seventh-grade students of SMPN 2 Palopo. The population there is only one class that consists of 30 students, and the taking sample technique is a total sampling. The instrument of the research was a vocabulary test. The pre-test was given to know the basic ability of the students’ vocabulary and the post-test given to know the students’ improvement in students’ vocabulary after given the treatment and the research used to observe and remember the game. Then the test was calculated and analyzed using SPSS 20. The researcher can conclude that using Observe and Remember games is useful in improving students’ vocabulary at the seventh grade SMPN 2 Palopo. It was proven by a significant difference between the students’ mean score of pre-test and post-test. In the pre-test, the students’ mean score is 51.00, and the students’ score in the post-test is 92.33. Observe and remember the game can improve students’vocabulary because students are active in learning English. Besides, using the game can improve communication between students and teachers when learning processes.
Marwati, Syamsudarni
FOSTER: Journal of English Language Teaching, Volume 1, pp 41-54; doi:10.24256/foster-jelt.v1i1.6

Abstract:
This paper dealt with the effectiveness of drama techniques in enhancing student speech at SMPN 9 Palopo in 8th grade. The research was mainly sample. This investigation was carried out in two classes: experimental and control classes. Sixty students from VIII SMPN 9 Palopo graduates attended this research. The sample of research for the level of VIII 6 was 30 students as experimental classes, and the class of 8 / 1 was composed of 30 students. The method is voice check-in research. The students will be evaluated and assessed by this study. SPSS, 20, analyzed the data. Data were analyzed. The study results show that the use of dramatic materials can improve the skills of speakers. The calculation results show that the scores of students in the experimental class are better than the scores of students in the control class. Based on data analysis, a post-test average value of 10,5300 > 7,5700 is higher than the pre-test average. The average value in the control class is also more significant than the average preliminary value. Based on the analysis of the data, the lesson of speech using effective dramatic techniques at 9 Palopo can be concluded. It can be concluded. The results of the experimental classes can be shown that they are higher than the control class.
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