Foremost Journal

Students’ Perception on Regular English Classes and Advanced English Classes

Gracia Dea Anugrahani — 2025-02-27

English classes are currently developing. There are several classifications of English classes, for example Regular English Classes and Advanced English Classes. This research aimed to identify the differences between these classes, as well as find out students' perceptions about these classes. This study took 10 grade 11 students at SMAN 85 Jakarta as participants. This study used document observation sheet and interview questions as research instruments. The results show that in the Regular English Class, it is aimed to have more varied activities compared to the Advanced English Class. This is in line with the Regular English Class learning hours which are longer than the Advanced English Class. However, the implementation (seen in the Learning Activities part in the module) shows the Advanced English Class has more activities. This makes students prefer Advanced English Classes to Regular English Classes.

Students’ Difficulties in Listening Sessions through Liveworksheets At SMP Puri Artha Karawang

Meisya Afiyah Nasywarindi — 2025-02-27

Many students do not have a sufficient level of listening skill. Students’ difficulties in listening include the areas of pronunciation, stress, intonation, vocabulary, and syntactic structure. This study aimed to investigate listening sessions through LiveWorksheets at SMP Puri Artha Karawang. This study included 25 students from grade seven. In conducting the study, the researcher applied a descriptive qualitative method. The researcher used semi-structured interview questions as the instrument of this research. The findings show that students faced listening difficulties mostly because of different speaker accents. Mostly, the students used entertaining media to overcome this challenge. Moreover, it is also found that out of nine difficulties found, seven are related to listening in general and two are related specifically to the use of LiveWorksheets which are unclear audio/sounds and technical error.

Analysing Oral Fossilisation in a Pre-Intermediate Business English Class: A Case Study

Rinawati Pelawi — 2025-02-28

This study analyses the phenomenon of oral fossilisation in a pre-intermediate Business English class. The study examines six pre-intermediate Business English class participants to identify persistent language errors and evaluate the effectiveness of targeted instructional strategies. Fossilisation, defined as the persistence of incorrect linguistic forms despite exposure to correct usage, poses significant challenges in language learning, particularly in professional contexts. The data were gathered through class observations and field note-taking during six sessions or 12 hours. The findings revealed persistent grammatical errors such as incorrect verb tense usage, double verb usage, errors in subject-verb agreement and article omissions, and lexical challenges, including inappropriate word usage and pronunciation issues. While targeted instructional strategies—such as role-playing, contextualised grammar exercises, and pronunciation drills—resulted in modest improvements, many errors remained resistant to correction. The study underscores the importance of individualised feedback, extended practice opportunities, and authentic communicative tasks in addressing fossilisation. These findings have implications for designing more effective Business English curricula to foster greater oral proficiency in workplace communication.

The Impact of MAMO Mobile Application-Based Microlearning on Students’s Comprehension in Creating Procedural Text in Junior High School

Anna Zhafharina — 2025-02-28

This research explores about The Impact of MAMO Mobile Application Based Microlearning on Students’s Comprehension in Creating Procedural text in Junior High School. This type of research is experimental research using One group pre-test and post-test. The sample in this study was 35 9th-grade students. The instruments used were pre-test and post-test. So based on the results of the calculation of students' understanding ability in making procedural texts, the Asymp. Sig (2-tailed) value is 0.001 <0.05. In addition, an N-gain score is 0.7607 > 0.76 was found. By considering the Asymp. Sig (2-tailed) value obtained, it can be concluded that there is an influence between the Microlearning learning model through the MAMO mobile application on the understanding ability of 9th-grade students at SMP Benteng Gading. Based on the N-gain value, it can also be concluded that the Microlearning learning model is more effective in improving students' comprehension.

The Assessment for Learning Practices of Project-Based Learning in the English Research Class

Fintha Kamea — 2025-02-28

Research on Assessment practices in ELT of Project Based Learning approach is increasing because it is considered effective in creating a learning environment that is oriented towards continuous improvement. To get satisfactory results, the researcher decided to identify how one of the ELT lecturers at Esa Unggul University conducts assessment by implementing Assessment for Learning in Project Based Learning by focusing this research on the research method class because the class applies the Project Based Learning approach. The research was conducted by analyzing teaching documents in the form of 1 syllabus and project guidebook of 49 pages, then observing 3 videos of lecturers during class teaching based on 14 indicators and finally analyzing interview transcripts with lecturers consisting of 14 questions. The results of the study identified that lecturers overall implemented and practiced the types of Feedback and Questioning, but lecturers still rarely and slightly involved the use of Self-Assessment and Peer Assessment as indicators of student assessment.

The Experience of Grade V Elementary School Students in Writing Creative Stories Based on Storyscaping at SD Negeri Lanbau 01

Fatmawati Fatma — 2025-02-28

This study aims to describe the experiences of fifth grade elementary school students in writing creative stories based on storyscaping and identify the challenges faced in the process. The storyscaping approach integrates elements of visualization, exploration of personal experiences, and development of creativity to help students write stories with a systematic narrative structure. Data were obtained through in-depth interviews with students and documentation of their writing. The results showed that this method was effective in enhancing students' creativity, enabling them to think critically, generate original ideas, and understand and internalize moral values in the story. In addition, students showed an increase in interest and ability in writing stories, supported by a supportive learning environment and teacher guidance. This study also found that storyscaping-based story writing helped students recognize culture, strengthen self-identity, and increase awareness of environmental issues through relevant personal experiences. However, the main challenges include students' limitations in developing complex storylines and utilizing creative elements optimally. This study provides a new contribution to experiential learning by combining narrative and technology approaches to improve students' writing skills. This emphasizes the importance of innovation in education to support literacy competencies in the digital era.

Fossilization: A Case Study of Three Indonesian Adults Living in English-Speaking Countries

Bernadette Santosa — 2025-02-28

Researches have proved that fossilization happens to every second-language learner. What varies is the degrees of fossilization and what causes it to happen. In her research, Ene (2006) mentions that advanced English language learners exhibit inconsistentuse of tenses, inaccurate use of prepositions, articles, etc. This research finds similar things. Articles, tenses and prepositions are grammatical aspects which are fossilized. In addition to finding out which grammatical aspects are fossilized, this research also tries to find out factors which contribute to the participants’ fossilization. Influence of their first language is one of the factors. Surprisingly however, based on the feedback from two English native speakers, there is an issue of natural use of the English language. This is surprising since the participants have been living in those English-speaking countries for more than a decade. What is more, there is one factor which leads to fossilization but is not found in the previous study nor in other researches

An Error Analysis in Using Personal Pronouns at Tenth Grade Student

Ithalia Mawar Putri — 2025-02-28

This research aims to analyze students’ error in using personal pronouns in writing descriptive text at the tenth grade students of SMA Negeri 14 Kabupaten Tangerang. The method of this research is descriptive analysis which is the writer analyze the errors made by students then classify the types of errors into four types as: omission, addition, misformation and misordering, after that calculated the students’ error using percentages formula. The result of the research findings shows errors in omission, addition, misformation and misordering. From the result of this research, it can be concluded that misformation is the most frequent error with of error made by students in using personal pronouns in writing descriptive text.

The Application of Think-Pair-Share and Reciprocal Teaching Strategy on Improving Students’ Reading Comprehension

Fani Alviani — 2025-03-01

This research aimed to finding out the effect of Think-Pair-Share and Reciprocal strategies and then the result both of those strategies above will be compared at the tenth grade students of SMK PGRI 31 Legok. This research is quantitative research with the quasi experimental research. The population of the research is the tenth grade students with the total population is 355. The researcher using the purposive technique sampling to choose the sample and got 108 students for three classes and consist 36 students each class. There are three classes those are X MP 1 as the class experiment which is taught by Think-Pair-Share, X MP as the experiment class which taught by Reciprocal Teaching Strategy, and X MP 3 as the controlled class which taught by Conventional Teaching Strategy. The result showed the students’ score of reading comprehension after being taught by those strategies are good because the mean of the total score of students’ Posttest which taught by using Think-Pair-Share is (68.94), and Reciprocal Teaching Strategy is (71.81). The mean of students’ posttest score on reading Comprehension which taught by Reciprocal teaching Strategy is bigger that the students which taught by Reciprocal Teaching Strategy. So, Reciprocal Teaching Strategy is effective that Think-Pair-Share on improving students’ Reading Comprehension.

The Effect of Think Talk Write Strategy Toward Students’ Writing Skill

Muniyatul Fuadiyah — 2025-03-01

The experimental research was aimed to find out whether there was significant effect of students writing skill after taught by using Think Talk Write strategy on the tenth grade of SMAN 15 Kota Tangerang. This research was conducted in two classes; the experimental class (X IPS 5) consisted of 37 students and control class (X IPS 3) consisted of 36 students as sample. The data was gained by pre-test and post-test, it was found that the mean of pre-test in experimental class was 69.81 and the post-test was 76.49. It meant that there was significant effect of students writing skill after taught by using Think Talk Write strategy on the tenth grade of SMAN 15 Kota Tangerang. However, based on the t-test formula it was obtained that was -0.579 and was -1.667. It indicated that was accepted and was rejected because was higher than (-0.579 -1.667). Based on the result of t-test, the writer concluded that there was no significant difference between the writing skill improvement of students who taught by using Think Talk Write and who taught by using Discovery Learning.