FOSTER: Journal of English Language Teaching
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Cooperative Integrated Reading and Composition (CIRC) and Learning Activeness: Their Effect on Students’ Reading Comprehension in Junior High School
Get PDFThis study examines the effect of the Cooperative Integrated Reading and Composition (CIRC) method and students’ learning activeness on the reading comprehension of seventh-grade students at SMPN 3 Rantau Bayur. Using a quantitative experimental design, two groups were involved: an experimental group taught with CIRC and a control group taught using conventional methods. Students in each group were further classified into high and low learning activeness categories. Data were collected through pre-tests and post-tests for reading comprehension, and learning activeness was assessed through observation checklists. The results, analyzed using Two-Way ANOVA, indicated that: (1) the CIRC method significantly improved students’ reading comprehension, (2) learning activeness had a significant positive effect on reading comprehension, and (3) there was no significant interaction between the teaching method and learning activeness. These findings suggest that both CIRC and learning activeness independently contribute to better reading comprehension, making CIRC an effective strategy for enhancing reading skills in junior high school students
Exploring EFL Teachers’ TPACK Implementation in Rural Indonesia: Insights from Central Kalimantan
Get PDFThis study investigates Indonesian EFL teachers’ perceptions and implementation of Technological Pedagogical Content Knowledge (TPACK) in rural Central Kalimantan. Using a qualitative design with semi-structured interviews, it explores how teachers integrate content, pedagogy, and technology in their classroom practices. The findings show that teachers demonstrate strong confidence in content and technological knowledge, adapting instruction to students’ needs and displaying positive attitudes toward technology integration. However, challenges persist in pedagogical domains, particularly in fostering collaboration, and are compounded by infrastructural limitations, digital inequities, and restrictive institutional policies. This study highlights rural teachers’ adaptive strategies under constrained conditions, expanding TPACK beyond urban settings. The implications call for teacher training that emphasizes pedagogically grounded and context-sensitive approaches, and for policies that strengthen rural digital infrastructure and promote equitable access. Future research should broaden the extent to a broader rural context, include learner perspectives, and examine teachers’ sustainable TPACK development
Factors Influencing Maritime Vocational Students’ Difficulties in Translating English Vocabulary: A Case Study at SMK Pelayaran Lintas Nusantara Barru
Get PDFVocabulary translation ability is a crucial component of English language learning, particularly for students in vocational schools preparing for international professional fields such as maritime studies. However, many students still encounter various challenges in translating both general and technical vocabulary. This study aims to analyze the factors associated with students’ difficulties in translating vocabulary at SMK Pelayaran Lintas Nusantara Barru and to identify the most dominant factors influencing these difficulties. This research employed a quantitative descriptive approach involving 60 students from grades X, XI, and XII of SMK Pelayaran Lintas Nusantara Barru. Data were collected through questionnaires and semi-structured interviews, then analyzed using descriptive statistics and Pearson correlation tests. The study examined internal factors (language ability, motivation, interest, and learning strategies) and external factors (teaching methods, learning media, and learning environment). The findings revealed that students' difficulty with vocabulary translation was high, with an average score of 3.67. Both internal and external factors showed a positive and significant correlation with students’ translation difficulties, with language ability (r = 0.68) and learning strategies (r = 0.63) being the most important contributors.Meanwhile, the learning environment showed the weakest relationship (r = 0.38). These results indicate that students' translation difficulties are primarily influenced by limited language proficiency and ineffective learning strategies. Therefore, it is recommended that teachers adopt more contextual teaching methods and utilize interactive learning media to enhance students' comprehension and practical application of vocabulary
Pre-Service EFL Teacher Questioning Strategies During Practicum: A Case Study in Indonesia
Get PDFThe role of teacher questioning in EFL classrooms is pivotal for fostering student engagement and language development. However, research on questioning strategies during school-based teaching practicum, a crucial phase in pre-service teacher education, remains scarce. To address this issue, a qualitative single-case study was conducted with one pre-service EFL teacher teaching 11th grade students in East Java, Indonesia. It explores the types of questions and questioning strategies employed by the teacher during teaching practicum. Data were collected through classroom observation and field notes. The findings reveal the use of five primary question types-referential, comprehension checks, display, confirmation checks, and clarification checks-alongside strategies such as rephrasing, repetition, decomposition, and simplification. These strategies were instrumental in promoting classroom interaction and supporting student comprehension. The study underscores the need for more targeted training in questioning techniques within teacher education programs to better equip pre-service teachers for effective classroom management and interaction
Implementation of English Language Teaching Methods under Merdeka Curriculum: A Case Study of Junior High Schools in Palopo
No full textThis study aims to analyze the application of English teaching methods based on the Merdeka Curriculum at the junior high school level in Palopo City. The main focus of this study is to identify the methods used, the barriers faced by teachers, and their perceptions of these methods. This study employs a mixed-methods approach with an explanatory sequential design. Data were collected through observations, questionnaires, and interviews with English teachers at four schools, two public and two private. The results indicate that private schools tend to be more proactive in implementing methods such as project-based learning and communicative language teaching, whereas public schools remain dominated by conventional methods. The barriers faced by teachers are divided into three categories: internal, external, and contextual. However, teachers have a positive perception of the Merdeka Curriculum and demonstrate a willingness to develop more contextual teaching methods. This study recommends the need for ongoing training, improved infrastructure, and policy support to optimize the implementation of the Merdeka Curriculum
Taking and Making Notes for Knowledge: Elevating Junior High Students’ Reading Comprehension
Get PDFReading comprehension remains a persistent challenge for many EFL learners, especially at the junior high school level, where students often struggle to actively engage with texts. This study, however, examined the effectiveness of the Taking and Making Notes (TMN) technique in improving reading comprehension in these situations. This study used a quantitative quasi-experimental design with 64 eighth-grade students at SMPN 1 Palu involving two parallel classes. The experimental class was taught using the TMN technique, while the control class was taught using the conventional method. Data were obtained through pre- and post-tests, consisting of 20 multiple-choice questions and essays. SPSS version 31 was used to conduct statistical analysis, including descriptive statistics, normality and homogeneity tests, Independent and Paired Samples t-tests. The results showed that the experimental class achieved a significant increase in the mean score from 49.06 during the pre-test to 80.78 during the post-test; meanwhile, the control class's score only increased from 53.75 to 66.56. By increasing students' active engagement, improving retention, and enhancing their thinking skills, the independent samples t-test showed a statistically significant difference between the two groups (p < 0.05), indicating that TMN can be a useful method for improving students' reading comprehension
Beyond Confidence: Rethinking the Role of Self-Efficacy in English Speaking Skills
Get PDFThe objective of this study was to examine the relationship between students’ self-efficacy and their speaking proficiency. This quantitative research employed a descriptive and correlational design. Data were collected from 85 ninth-grade students at SMP Advent UNKLAB. Descriptive mean analysis and the Pearson Product-Moment Correlation Coefficient were utilized to address the research questions. The results indicated that: (1) students’ self-efficacy was measured at a mean score of 3.93, reflecting a high level; (2) students’ speaking ability scored an average of 95.18, categorized as very good; (3) the correlation analysis yielded a p-value of 0.429 and an R-value of -0.156, demonstrating no significant relationship between self-efficacy and speaking ability. Consequently, given the absence of a significant correlation between these variables, further investigation into other factors that may potentially influence students’ speaking ability is recommended
Exploring English Teachers' Perception of the Ruang GTK Platform Implementation in Senior High Schools in Palopo
No full textThis study explores English teachers’ perceptions of the implementation of the Ruang Guru dan Tenaga Kependidikan (Ruang GTK) at SMAN 2 Palopo and SMKN 1 Palopo. As a transformation of PMM, Ruang GTK aims to facilitate teacher professional development, support performance management, and promote innovative teaching aligned with the Merdeka Curriculum. Employing a qualitative descriptive method, the data were collected through interviews, classroom observations, and document analysis involving twelve English teachers. The results indicate that most participants expressed favorable views toward the platform, particularly valuing its ease of access, the practicality of self-directed learning modules such as Pelatihan Mandiri, Diklat, Komunitas, Inspirasi Pembelajaran dan Dokumen Rujukan. These features improved teaching and learning quality. Nevertheless, several underutilized features of the Ruang GTK platform such as Perangkat Ajar, Refleksi Kompetensi, and Sertifikasi Pendidik present key challenges related to relevance, accessibility, and functionality. Teachers noted that the content lacks contextualization for vocational education, some features remain inaccessible, and others offer limited value for non-PPG users. The findings underscore the need for further refinement of the platform to ensure its effectiveness across diverse teaching contexts. This study offers insights into technology-based professional development and highlights the relevance of constructivist learning theory in teaching practice
Together We Learn: Students’ Perceptions of the Benefits of Group Work in Learning English
Get PDFAlthough group work is widely promoted in English as a Foreign Language (EFL) pedagogy, most studies have examined its benefits in isolation, focusing primarily on cognitive or affective aspects. Few scholarly studies have explored students’ perceptions holistically across cognitive, affective, and conative dimensions, particularly in Indonesian secondary school contexts where sociocultural norms influence classroom interaction. This qualitative study addresses that gap by examining how ninth-grade students at SMPN 2 Batusangkar perceive the role of group work in English learning. Thirteen students were purposively selected based on participation levels and teacher recommendations. Data from semi-structured interviews were analyzed using the Miles and Huberman framework. Findings indicate that group work enhances comprehension, accelerates task completion, and stimulates idea generation (cognitive); fosters enjoyment, self-confidence, and occasional frustration with passive peers (affective); and promotes activeness, responsibility, and collective problem-solving (conative). The study’s unique contribution lies in providing a culturally contextualized, multidimensional account of group work perceptions, offering actionable insights for designing structured, equitable, and engaging collaborative activities. These findings have key implications for EFL educators and curriculum developers seeking to balance learner autonomy with guided support to optimize participation, language development, and essential 21st-century skills
An Exploration of Students' Sociometric Status Based on Their Behaviors in the EFL Speaking Class
Get PDFSocial interaction among peers became fundamental to be scrutinized, especially in the secondary educational context, which determined the atmosphere of classroom acceptance and the positive relationship. Furthermore, sociometric status refers to the measurement to classify an individual's relationship among peers or groups of friends and the measurement indicating whether the individual is liked or disliked by their peers. This study aimed to explore students' sociometric status toward peer relationships concerning students' behaviors based on the categorization of sociometric status, especially in the EFL speaking class. Thirty-three students in the eleventh grade of the social science class were purposively selected from secondary education to participate in this study. The data were collected through an observation checklist to get students' behaviors. A rating-scale measure was distributed to the students to determine five sociometric status categories among peers. Based on the five categorization of sociometric status among students they were popular, controversial, rejected, neglected, and average have proved that the majority of the students displayed positive behaviors which categorized into highly-positive behaviors (providing assistance, providing direction, and medium-positive behaviors (providing jokes) and only few students displayed negative behaviors were categorized into highly negative-behaviors (inappropriate behaviors, angry shouting, hitting and medium-negative behaviors (noncompliance, disapproval) in the EFL speaking classroom. In conclusion, all five sociometric statuses reflected positive and negative behaviors during the learning process in the EFL classroom.