FOSTER: Journal of English Language Teaching
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SQ3R Method in Teaching Reading: How It Improves Students’ Comprehension of Narrative Texts at SMAN 2 Trenggalek
Get PDFMany students think that reading skill is really difficult and complicated. Students said that finding meaning is confusing. Sometimes students misinterpret the text even if they have sufficient vocabulary. The problem in understanding the text is likely to trigger another problem in English, such as giving up easily and being lazy to continue studying their English activity. Moreover, reading is the activity most frequently done by students. They read the lesson written by their teacher on the whiteboard and from the books. Meanwhile, reading narrative text is of reading types that are mostly discussed in senior high school. In trying to solve this problem, the writer did classroom action research in his school. This research was done to improve students’ reading comprehension in the tenth-grade students of SMAN 2 Trenggalek through the SQ3R method. The data of this research was gained from the interview, observation, test, questionnaire and English score. This research was conducted in two cycles. The result of the first cycle and second cycle indicated that the number of students who passed the test is increasing significantly. Based on the result of the study, it can be concluded that the SQ3R method can improve reading comprehension skills
English Students’ Motivation and Their Learning Styles in Speaking Class at Sawerigading University of Makassar
Get PDFABSTRACT
This research aimed to find out the correlation beetwen students’ motivation and their learning style in speaking subject. The questions of the research is “How does the correlation beetwen students motivation and their learning style in speaking class at the English Students of Sawerigading University of Makassar?”.
Questionnaires were distributed to 42 students, while the questionnaire of students’ motivation and learning style consisted of 20 questions of each variable in the form of questions, from each of the questions was followed by 5 (five) alternative answers that consecutively very Strongly Agree (SA), Agree (A), Undecided (U), Disagree (D) and Strongly Disagree (SD) with consecutive scores 5,4,3,2 and 1. While the value obtained from the students’ motivation instrument. To get the data, researcher used a questionnaire with 20 items about distributed to 20 sample respondents.
The result of findings about correlation between students’ motivation and their learning style in speaking class at the third semester students of Sawerigading University of Makassar, compared prices count with r-r- table. With the 5% significance level of 0.288 was obtained rtable rhitung at 0.882. When compared both rhitung = 0.882> rtable = 0.288, so that Ho accepted and Hi rejected or the correlation between students’ motivation and their learning style in speaking class was 0.882. This meant that correlation between them was strong correlation.
Keywords : Motivation, Learning style. Speaking
 
Bilingualism in English as a Foreign Language (EFL) Classroom Context
Get PDFThis study explores the process and obstacles of bilingualism at SMP Muhammadiyah 3 Yogyakarta. The research was descriptive qualitative research. The samples of this research were 20 students. The data used were collected from observation, questionnaires, interviews, and documentation. This data sources were students of grade VIII and one English teacher at SMP Muhammadiyah 3 Yogyakarta. Data analysis was performed using a Linker's scale for questionnaire data, data reduction, data presentation, verification, and conclusions. The results showed that students' interactions with students and students with teachers in the bilingual class of SMP Muhammadiyah 3 Yogyakarta in the learning process were still ineffective and experienced difficulties that hinder the interaction process. The findings were as follows (1) Students still felt insecure if they had to use full of English to interact with friends in a bilingual class, they still felt afraid of mispronouncing English correctly and adequately, they did not master vocabulary well, and they used English in bilingual with the teacher only in the classroom. (2) The obstacles that students experienced in the teaching and learning process in a bilingual class as follows: Students still felt ashamed to use English to interact in a bilingual class, they still taught that using English was not a necessity in a bilingual class, sometimes, Bahasa Indonesia was still a language to interact with friends, and they were still afraid of using English by with excellent and correct English in pronunciation
The Error Analysis of Google Translate and Bing Translator in Translating Indonesian Folklore
Get PDFThe objective of this research is to find out the lexical errors made by Google Translate and Bing Translator in translating Indonesian folklore "Princess Tandampalik" and "Sigarlaki and Limbat." The research applied the qualitative method. The data were analyzed using hybrid taxonomy of error analysis from Vilar, et al. The results of this research show that Google Translate made 103 errors in total which consist of 12 missing words, 19 errors in word order, 64 incorrect words, and 8 unknown words. Meanwhile, Bing Translator made 95 errors which consist of 5 missing words, 1 error in word order, 88 incorrect words, and 1 unknown word. Incorrect word is the most frequent error found in the translation resulted from Google Translate and Bing Translator with a total of 152 errors. The incorrect words mainly occurred in the translation of adjectives and adverbs in which Google Translate and Bing Translator mostly translated them into noun form. Thus, it can be concluded that both machine translators' performances are not different because they have their advantages and disadvantages. 
Empowering Students' Vocabulary Through Vocab-O-Gram at Senior High School level
Get PDFThis study aims to determine whether the Vocab-O-Gram strategy can increase students' vocabulary. This study's methodology is pre-experimental. In this situation, the aforementioned strategy assisted the students in enhancing their motivation to lift new vocabulary. Students at class science II (two) SMA Bajiminasa Makassar as the population in this research. 20 students participated in the study's sample, which was created using a representative sampling technique in which only a small number of students were selected as the study's potential subjects. The data in question was then examined in the percentage format, along with ratio and percentage analysis and t-test. The results of the data analysis show that there are differences between the two tests namely the pre-test and post-test, which are distinguished by the fact that the test taken after the first one is larger than the test taken before it (8.35 > 6.05). The t-test result was more significant than the t-table result (22.11 > 2.039) at the significance level of 0.05 per cent. The data that was obtained by the researchers and entered into the table shows that the ratio of the initial rate to the final rate is larger. It can be inferred that the Vocab-O-Gram strategy was successful in raising the test scores of the second-grade students at SMA Bajiminasa Makassar
The Application of Reader-Response Theory in EFL Teaching and Learning in Nigeria
No full textThis research article focuses on the interventions to enhance English language teaching and learning through literature in Nigeria's senior secondary school educational system. The research looks at the application of reader-response theory to the teaching of literature to realize its ability to improve students' quantity and consistency of talk in the English language classroom. The underlying ideas were that the reader-response approach, which used techniques like literature circles, would broaden the reach of communicative language instruction beyond literature-based classrooms and provide the ability to build learner independence outside of the classroom. However, the study would also emphasize the advantages of this technique, such as increasing language competence and abilities and offering more suitable cognitive difficulties to Nigerian senior secondary school students enrolled in an English language course. The results suggest that the basis of knowledgebase, in this case, the high school curriculum, did not lay a strong knowledge base framework
The Implementation of English Teachers' Lesson Plan in Teaching and Learning Process in Ashhabul Yamin Boarding School
Get PDFThe purposes of this research were to find out how appropriate the lesson plan designed by the two teachers with the standard of a lesson plan and how appropriate the lesson plan designed by the two teachers with its implementation. The researcher used qualitative approach in the form of descriptive qualitative in this research. The informants of this research were two English teachers in Ashhabul Yamin Boarding school who taught at MTS and MA level. The data were obtained by document analyisis, observation sheet and interview. The result of this research showed two findings. First, there was inappropriate between lesson plan designed by the two teachers with a standar of a lesson plan. Teacher A missed core competence, subject matter, and attachment. Meanwhile, Teacher B missed the indicator of competences achievement, the media, the sources, aspect attitude in assessment and attachment. Second, there was inappropriate between lesson plan designed by the teacher with its implementation. Both teachers did not follow the lesson plan in teaching and learning process, such as the method, the media, the steps of teaching and sometimes they did not assess students based on the aspect that they planned in the lesso
Pedagogy Training Courses in the Mekong Delta: EFL Teachers' Satisfaction and Expectations
Get PDFThis study investigates EFL teachers’ expectations and satisfaction with the teaching pedagogy training courses in the Mekong Delta. The study was conducted on teachers of English in the Mekong Delta of Vietnam, including 51 teachers answering the questionnaires, and six teachers were randomly invited for the interview. The results from the study revealed that the EFL teachers showed high expectations in the teaching pedagogy training courses. Significantly, the teachers expected to train on language teaching methodology, lesson planning, and technology the most. Additionally, most participants expressed high satisfaction with the teaching pedagogy training courses they had participated in. Remarkably, they were delighted with the program issues and academic aspects of training. The significant findings of this study were expected to contribute to the insightful understanding of EFL teachers’ needs and demands for training courses in general and suggestions for more effective training courses in the future
Learning Speaking Skills from Home: The Perception of Cokroaminoto Palopo University Students
Get PDFThis research aimed to determine what the students’ perception of speaking ability through learning from home at the 5th semester of Cokroaminoto Palopo University. The researcher used the descriptive qualitative method in this research. The researcher administered the open-ended questionnaire to the 5th semester of Cokroaminoto Palopo University by using an online questionnaire. The data was analyzed by using qualitative data analysis from Miles and Huberman. This research indicates that the students had a negative perception of e-learning during the covid-19 pandemic. After all, online learning made their speaking ability cine down because online learning was not compelling enough for their speaking abilities. Furthermore, some obstacles/problems faced during online learning are unstable networks, hard to understand the material, lack of internet quota, and lack of motivation
Lexical Semantic Errors in Undergraduate Students' Academic Writing
Get PDFIn language teaching and learning, the correct use of vocabulary in the target language is as important as the language's grammar. This study investigates lexical semantic errors in the academic writing of 4th-year undergraduate students at the National University of Lesotho. Using the random sampling method, ten Action Research reports were selected. Errors were identified and analyzed using Hemchua and Schmitt's (2006) classification. Findings in the study indicate that errors resulting from the confusion of sense relations were most frequent, followed by errors in collocation and translation errors. The study recommends that teaching communication skills courses offered at the year 1 level should include explicit vocabulary teaching to minimize semantic errors, which, as is argued, result in incomprehensible texts