FOSTER: Journal of English Language Teaching
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Innovation in Language and Culture Preservation Through the Development of a Trilingual Digital Dictionary: Batak Toba – Indonesian – English
Get PDFLanguage is a vital part of human culture and reflects the identity of a community. Over time, many regional languages face extinction due to a decline in native speakers. One such language is Batak Toba. Its use is decreasing among younger generations because of factors like migration, inter-ethnic marriages, and the growing dominance of Indonesian and foreign languages. If this trend continues, Batak Toba may disappear in the coming generations. This study aims to preserve the Batak Toba language and culture by developing a Trilingual Digital Dictionary (Batak Toba – Indonesian – English). The development follows the 4-D model, which includes defining, designing, developing, and disseminating. The dictionary is evaluated based on its validity, practicality, and effectiveness. The research starts with several analyses: front-end, student, language, task, concept, and goal setting. Then, research instruments are created, media and formats are selected, and an initial prototype is developed. This first version is validated by experts, revised, and tested in classroom settings. Data from these evaluations are analyzed to determine whether the product meets quality standards. The result is a final version of the digital dictionary that is proven to be valid, practical, and effective for language preservation
Gamification in ELT: A Systematic Review of Its Effects on Learner Engagement and Motivation
Get PDFGamification is gaining increasing attention in English Language Teaching (ELT) as a strategy to increase learner engagement and motivation through game elements such as points, badges, leaderboards, and digital platforms such as Kahoot, Duolingo, and Quizizz. This Systematic Literature Review (SLR) analyzes 30 empirical studies published between 2021 and 2025 using the PRISMA framework to investigate the effects of gamification on learner motivation and engagement. The review finds that gamification generally has a positive impact on learner participation and enjoyment, increasing intrinsic and extrinsic motivation. However, challenges remain regarding the long-term sustainability of these motivational benefits and the risks of over-reliance on extrinsic rewards. The analysis also reveals that while digital tools dominate gamification in ELT, the use of mixed or adaptive strategies is limited. Furthermore, little research addresses the long-term effects of gamification on language proficiency and skill retention. These findings highlight the need for future research to explore adaptive gamification models, the integration of non-digital elements, and their alignment with pedagogical principles. This review offers valuable insights for educators and curriculum developers who wish to implement effective and sustainable gamification strategies in ELT
Integrating Artificial Intelligence to Enhance Students’ English Writing Competence: Evidence from a Quasi-Experimental Study
Get PDFThis research investigates the influence of artificial intelligence (AI) as an interactive learning medium in enhancing students’ English writing skill, with a particular focus on midwifery students at the Pelamonia Institute of Health Sciences. Writing skill is a crucial skill in academic and professional contexts; however, many students face challenges related to grammar, vocabulary, and coherent text organization. To investigate the influence of Artificial Intelligence as interactive learning medium in enhancing students’ writing skill, the researcher employed a quasi-experimental design. It was employed with two groups: an experimental group using AI-based learning media and a control group applying conventional methods. Data were collected through pre-tests, post-tests, questionnaires, and classroom observations. The results reveal that there is a significant influence in the experimental group after implying AI as the medium in writing learning. It is proven by the result of two-way ANOVA analysis confirmed a statistically significant difference between the groups (p < 0.05). In addition to cognitive gains, the integration of AI supported students’ metacognitive development by enabling self-evaluation, independent learning, and strategic awareness during the writing process. Questionnaire findings further indicate that students perceived AI as an effective, motivating, and user-friendly tool, although challenges such as limited technological access and potential overreliance were identified. Overall, the findings concludes that AI integration is highly influence in enhancing English writing skill, offering pedagogical implications for technology-enhanced language learning
Using Illustrated Stories to Improve Reading Comprehension: Evidence from Junior High School Students in Indonesia
No full textReading comprehension plays a crucial role in English language learning, yet many junior high school students in Indonesia struggle to understand English texts due to limited vocabulary and low motivation. To address these challenges, this study investigated the effectiveness of illustrated stories as a medium to enhance students’ reading comprehension. The research employed a pre-experimental design using a one-group pre-test and post-test model. The participants were 25 eighth-grade students of SMPN 08 Palopo, selected purposively based on their low proficiency in reading English texts. The instrument consisted of a reading comprehension test, while the treatment involved five sessions of instruction using illustrated stories covering different types of narrative texts. The findings revealed that the mean score of students improved from 38.36 in the pre-test to 61.40 in the post-test. The paired sample t-test result (t = -5.253, p < 0.001) indicated a statistically significant difference between the two sets of scores, confirming the effectiveness of illustrated stories in improving reading comprehension. Furthermore, the post-test classification showed that more students achieved the good and very good categories compared to the pre-test, where the majority were in the poor and very poor categories. These results suggest that illustrated stories provide both cognitive and motivational benefits by integrating textual and visual elements that make reading more engaging and accessible. The study concludes that illustrated stories are an effective medium for teaching reading comprehension and recommends their integration into English as a Foreign Language (EFL) classrooms at the junior high school level
Enhancing English Achievement through Moodle LMS: Evidence from an Indonesian Boarding School
Get PDFThe integration of technology into education is increasingly vital, yet evidence regarding its effectiveness in specific learning contexts remains limited. This study addresses that gap by examining the impact of Moodle as a Learning Management System (LMS) on students’ English learning outcomes in a boarding school setting. A quasi-experimental pretest–post-test design was employed with 70 students divided equally into experimental and control groups. The experimental group was taught through Moodle LMS, while the control group received instruction via conventional lectures. Data were collected through tests, observations, interviews, and documentation, and analysed using descriptive and inferential statistics. Results revealed improvement in both groups, but the experimental group achieved significantly higher post-test scores, as confirmed by t-test analyses (p < 0.01). These findings demonstrate that Moodle LMS not only enhances academic performance but also promotes greater engagement, active participation, and access to structured learning resources. The study underscores the pedagogical potential of Moodle, particularly within boarding school environments, where students benefit from continuous, technology-supported interaction. The research contributes to growing evidence on the role of LMS platforms in fostering 21st-century learning and recommends their broader implementation to strengthen English language instruction and digital literacy skills
Facilitating EFL Speaking Skills through an English Club: Evidence from the TBI Millennial English Club
Get PDFThis study investigates the role of the TBI Millennial English Club in supporting students’ speaking skill development through nonformal English learning activities. Although speaking skills are essential for effective communication, many EFL learners have limited opportunities for authentic oral practice in formal classroom settings. This research aims to explore how structured English club activities facilitate students’ speaking performance, engagement, and confidence. Using a qualitative descriptive design, data were collected through direct observations of weekly club meetings and analysis of supporting documentation. The observations focused on student participation, types of speaking activities, facilitator–learner interactions, and the affective environment created during the sessions. The findings reveal three major contributions of the English club: (1) it provides consistent opportunities for authentic and meaningful speaking practice through activities such as role-plays, storytelling, discussions, and impromptu speaking; (2) facilitators play a crucial role in scaffolding learning by offering guidance, modeling target language use, and giving immediate, constructive feedback; and (3) the club fosters a supportive and motivating environment that reduces speaking anxiety and increases students’ confidence and willingness to communicate. Overall, the study concludes that the TBI Millennial English Club serves as an effective supplementary learning space that enhances students’ speaking skills and communicative competence. The implications highlight the importance of integrating nonformal speaking programs into EFL settings and providing facilitator training to maximise learning outcomes
Flipped Learning for Enhancing Intensive Reading Comprehension via Google Classroom: A Quasi-Experimental Study
Get PDFThis research delved into the efficacy of the flipped learning strategy in enhancing students' intensive reading comprehension and explored their responses to its implementation via Google Classroom. A quasi-experimental study involved 66 seventh-grade students from a state junior high school in Cilegon, strategically divided into an experimental group adopting flipped learning and a control group utilizing traditional scientific methods. Data, gathered through pre-tests and post-tests to gauge reading comprehension and questionnaires to capture student perspectives, were analyzed using SPSS. An independent sample t-test revealed that the experimental group achieved significantly higher post-test scores (80.06) compared to the control group (74.27), underscoring the superior effectiveness of flipped learning in boosting reading comprehension. Furthermore, the questionnaire results showed a predominantly positive student outlook on leveraging Google Classroom within this flipped pedagogical framework. Consequently, this study concludes that flipped learning, powerfully supported by Google Classroom, stands as a robust and well-received strategy for refining students' intensive reading comprehensio
Teachers' Perspectives on Technology-Based Media in ELT: A Case Study in Indonesian Islamic Junior High School
Get PDFThe use of technology-based media brings benefits for ELT; hence, teachers must understand and be proficient in using technology-based media. But apparently, there is potential that teachers may need to realise the benefits of using technology-based media in the classroom. This study explores teachers’ perspectives on the benefits of using technology-based media in English Language Teaching (ELT). To garner the data, the researchers used a qualitative approach using semi-structured interviews. The subjects were four English teachers in one of the Islamic schools in Surabaya. The findings indicate the teacher’s perspective that utilising technology-based media will yield numerous benefits, such as helping to design lesson planning, facilitating the organisation of teaching activities, raising student engagement and participation, simplifying the process of teaching material, and making it easier to assess and provide feedback to students. Therefore, this study significantly contributes to improving English teaching practices and expanding teachers’ understanding of technology-based learning media that are very beneficial when applied in English language learning
The Role of Project-Based Learning in Fostering Students’ Writing Creativity: A Perception-Based Study
Get PDFThe purpose of this study is to examine students' perceptions of the effectiveness of Project-Based Learning (PBL) in enhancing creative writing skills. Utilizing Robbins' framework of perception—acceptance, understanding, and evaluation—this research employs a qualitative methodology. The participants consisted of twenty students selected purposively from a larger literacy organization at STKIP ABMUL, Dampal Selatan. Data collection instruments included observational checklists and semi-structured interviews. The findings reveal that the PBL model significantly contributes to the improvement of students' writing abilities, particularly in fostering creativity, imagination, and critical thinking. The participants expressed increased motivation and interest in writing, particularly in crafting short stories. As an outcome of their engagement with PBL, a student-initiated literacy organization was formed, serving as a collaborative space to nurture creative expression through written work
The Effect of Vocabulary Self-Collection Strategy on English Vocabulary Mastery: A Study of the Indonesian High School Students
Get PDFThis study examines the effectiveness of the Vocabulary Self-Collection Strategy (VSS) in improving vocabulary mastery among first-grade students at SMAN 1 Bontomarannu. Vocabulary is essential for language proficiency, supporting communication and comprehension across listening, speaking, reading, and writing. However, traditional teaching methods, often focused on rote memorization and teacher-centered instruction, lack interactivity and fail to promote meaningful learning or long-term retention. Using a quasi-experimental design, the study compared two groups: an experimental group applying VSS and a control group following conventional methods. VSS actively engaged students in selecting, analyzing, and internalizing vocabulary from contextual readings, fostering collaboration and autonomy. In contrast, the control group relied on direct instruction and memorization. Results showed significant improvements in vocabulary comprehension and retention among the experimental group, with higher post-test scores compared to the control group. Retention tests conducted a month later confirmed that the experimental group retained more vocabulary, demonstrating the long-term benefits of VSS. This interactive, student-centered approach not only enhances vocabulary acquisition but also promotes independent learning and sustained engagement. By encouraging active participation, VSS empowers learners to take ownership of their learning, making it a valuable strategy for improving language outcomes in diverse educational contexts