FOSTER: Journal of English Language Teaching

Journal Information
EISSN : 2723-4126
Current Publisher: Faculty of Education and Teacher Training (10.24256)
Total articles ≅ 11
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Husnani Aliah
FOSTER: Journal of English Language Teaching, Volume 1, pp 122-138; doi:10.24256/foster-jelt.v1i2.14

Abstract:
The research aimed at finding out information about the preparation of constructing teacher-made tests in Enrekang, the quality of English teacher-made test according to item analysis, and the level cognitive domain of the teacher-made test. The test quality was determined after it was used in school examination test. This research employed survey research using descriptive method. The researcher analyzed the data and then described the research finding quantitatively. The population of this research was the teachers who teach in ninth grade at junior high schools in Enrekang. This research applied simple random sampling technique by taking four different schools as sampel. The results of analysis show preparation that junior high school teachers follow in constructing teacher-made tests in Enrekang is divided into five main parts. In preparing the test, the procedures were considering tests’ materials and proportion of each topic, choosing to check the item bank that match to syllabus and indicators, or preparing test specification. In writing test, teachers’ procedures were re-writing chosen test item from internet and textbook, re-writing items that was used before and allowing the other teachers to verify it, combining items from item bank and text book, or making new item. While in analyzing a test, the procedures used by the teachers were analyzing and revising test based on its item difficulty, predicting the item difficulty and revising the test, or doing nothing to analyze the test. About the timing in preparing the test, there are three out of five teachers who need only one week to construct multiple choice tests. Besides, there are two out of five teachers who need two weeks to construct multiple choice tests. While the teachers have different ways in providing test based on students’ ability. Moreover, the item analysis shows that no test is perfectly good. It was found that almost all tests need to be revised. It was also found that there were only three categories works in all tests based on the cognitive domain of the test namely knowledge, comprehension, and application categories. There was no item belong to analysis, synthesis, and evaluation categories.
Anisah Fitriani, Rustan, Amalia Yahya
FOSTER: Journal of English Language Teaching, Volume 1, pp 98-113; doi:10.24256/foster-jelt.v1i2.12

Abstract:
This research focused on using Show and Tell techniques to develop students’ speaking skills at Eleventh class of SMA Negeri 2 Palopo. The researcher used pre-experimental method. The population of this research is 157 students of XI class. The research sample is chosen purposively and got the XI IPA1 consisting of 35 students. In collecting the data, the researcher used speaking observations, divided into pre-survey and post-survey. After giving pre-survey and post-survey, this research provides pre-survey and post-survey to students. Data were analyzed using SPSS program version 20. The results of the study indicated that the use of Show and Tell Technique is effective for improving students’ speaking skills. It can be seen calculation results that the scores of students in the control class. Based on the analysis of the data it can be concluded that the teaching skills of speaking using Show and Tell Techniques at Eleventh class of SMA Negeri 2 Palopo. The implementation of this research for those who are interested in conducting research on problem statements, it is recommended to apply it to students who have basic speaking language skills and researchers hope that the results of this study can be beneficial to readers.
Muhammad Ariel, Sahraini, Dewi Furwana
FOSTER: Journal of English Language Teaching, Volume 1, pp 139-158; doi:10.24256/foster-jelt.v1i2.15

Abstract:
This research aims to create a supporting media product in English Grammar learning in semester 2 students majoring in English at IAIN Palopo. based on observations in June 2019, the author found a problem in the scale of student use in smartphone use that is increasingly growing. Therefore, the author is interested in creating an online comic that can be accessed on the phone by using an application called Webtoon. The study design used in this study was Research and Development (R&D) utilized ADDIE Model. It consists of Analyze, Design, Develop, Implement, and Evaluate. The product is used as a supporting medium in English grammar learning which was once being studied by Semester 2 English Student IAIN Palopo. The product was tried out to the Students of Semester 2 of English Students at IAIN Palopo. The instruments were used in this study are Questionnaire for need analysis and observation sheet for 5 Experts and student’s perception. In this study, 5 experts were involved in order to validate the product. The elements of the validation are Display, Content/Materials, Language, and the Application. The result based from the expert’s validation as well as try-out product result, the product of this study was appropriate to be applied for the students of English Department semester 2, as a supporting media in Learning English Grammar
Ashar Daung Allo, Wahibah, Magfirah Thayyib
FOSTER: Journal of English Language Teaching, Volume 1, pp 114-121; doi:10.24256/foster-jelt.v1i2.13

Abstract:
The purpose of this research was to find out whether the use of story mapping technique effective to improve students’ writing recount text at the first grade of SMAN 1 Palopo. This research applied quasi experimental. The research was carried out in two classes, experimental and control classes. The population of this research was the first grade students of SMAN 1 Palopo. The samples of this research were Class X MIPA 2 as a control class and Class X IPA 3 as experimental class. The sampling technique in this research was random sampling. The instrument of this research was writing test. The writer gave pretest and posttest to the students. The data was analyzed by using SPSS 20.The result of this research showed that the use of story mapping technique in teaching writing recount text is effective. It could be seen from the result of calculation that the students’ score in experimental class which was higher than students’ score in control class. The mean score of posttest in experimental class was higher than the mean score of pretest (76.7667>61.6667). While in control class the mean score of posttest was also higher than the mean score of pretest (71.0667>67.8000). It means that there was significant difference between the students’ score in teaching writing recount text by using story mapping technique and students’ score in teaching writing recount text without using story mapping technique at the first grade of SMAN 1 Palopo.
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.
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