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All Journal PREMISE: Journal of English Education and Applied Linguistics Indonesian Journal of English Language Studies (IJELS) Educatio Jurnal Basicedu JISAE (Journal of Indonesian Student Assesment and Evaluation) JIPIS Elsya : Journal of English Language Studies Jurnal Pembelajaran Pemberdayaan Masyarakat (JP2M) Foremost Journal Jurnal Basicedu Jurnal Pengabdian Masyarakat International Education Trend Issues Amal Ilmiah: Jurnal Pengabdian Kepada Masyarakat Stairs: English Language Education Journal
Forsia, Lastry
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The Correlation between Vocabulary Complexity Mastery and Students’ Speaking Skills Sukendra, Irmala; Forsia, Lastry; Dzikri, Maulana Syarif
Indonesian Journal of English Language Studies (IJELS) Vol 9, No 1 (2023): March 2023
Publisher : Magister Kajian Bahasa Inggris (English Language Studies) Universitas Sanata Dharma Yogy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/ijels.v9i1.5619

Abstract

This study focuses on the correlation between vocabulary complexity mastery and students’ speaking skills. The purpose of this research was to find out whether vocabulary complexity mastery can influence students’ speaking skills. In finding out the correlation between variables and the degree of correlation, the researcher used quantitative research methods with a correlational research design. This study involved 25 students who were in class XI Nursing major. In collecting research data, the researcher used a vocabulary complexity test (PVLT) of 30 questions. Meanwhile, to find out the speaking skill, the researcher used speaking instruction (Role-play; Cued Task) which involves three assessors. Based on the results of the analysis of the calculation through SPSS, the calculation results obtained the value of Sig. (2-tailed) = 0.0000.005, which indicates that Ha is accepted and H0 is rejected. Therefore, there is a significant correlation between vocabulary complexity mastery and students’ speaking skills.
The Effect of Using Quizizz toward Students' Grammatical Understanding Ahlina, Hilyati; Forsia, Lastry
Foremost Journal Vol. 2 No. 2 (2021): Volume 2 No. 2 August 2021
Publisher : Teacher Training and Education Faculty of Syekh-Yusuf Islamic University Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (673.711 KB) | DOI: 10.33592/foremost.v2i2.1731

Abstract

This research aimed to know whether there was a significant effect of using Quizizz toward Students' Grammatical Understanding at the Eighth Grade of SMPN 108 Jakarta in Academic Year 2020/2021. The research was conducted from April 9, 2021 until April 30, 2021. This research used an experimental method, 36 students of 8-Class as a sample, which was determined by the English teacher herself and this research used a pre-experimental one-group pretest-posttest design. The writer collected the data using students' tests that there were pretest-posttest and observation sheet of Learning Process. The data were analyzed by mean, and Wilcoxon signed-rank test. The statistical results showed that there was a significant and has a positive effect of using Quizizz on the students' grammatical understanding at the Eighth Grade of SMPN 108 Jakarta in Academic Year 2020/2021 and the result of the observation sheet of learning process showed that the writer succeeded when did the learning process by using Quizizz in the class of 8-C's of SMPN 108 Jakarta in Academic Year 2020/2021. Therefore, it is recommended for teachers to use Quizizz as the alternative media in grammar teaching or English teaching and this research is expected to give information, model, or reference to be developed for further research.
The use of Busuu Application to Improve Students’ Vocabulary Mastery Sri Lestari; Aliarahmi, Qori; Forsia, Lastry
Foremost Journal Vol. 6 No. 2 (2025): Volume 6 No. 2
Publisher : Teacher Training and Education Faculty of Syekh-Yusuf Islamic University Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33592/foremost.v6i2.7818

Abstract

The aim of this research was to know whether there is a significant effect of Busuu application at the seventh grade students. This research was quasi experiment and was conducted by using quantitative method, 72 students as the sample which is divided into 36 students in the experimental class and 36 students in the control class. The sample taken nonrandom by purposive sampling. The research data was collected through pre-test and post-test as main data and observation as supporting data. The hypotheses data was tested using formula of t-test. It means there is significant effect used Busuu application to improve students’ vocabulary mastery at the seventh grade students because the condition of students in experimental class are active and had many opinions during the learning. Besides that they more easily to improve students’ vocabulary mastery by using Busuu application than control class only taught by used conventional method.
GENRE BASED APPROACH FOR TECAHING ESL AND EFL WRITING: SYSTEMATIC LITERATURE REVIEW Forsia, Lastry; Muhidin, Asep
JIPIS Vol. 34 No. 2 (2025): Oktober 2025
Publisher : FKIP, UNIVERSITAS ISLAM SYEKH-YUSUF TANGERANG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33592/jipis.v34i2.7978

Abstract

In the last decade, the usage of genre-based approaches (GBAs) has proliferated especially in the English education sector. This article presents an analysis of a systematic review based on published studies on the genre-based approach (GBA) in teaching writing. It aims synthesize current research findings on the implementation and effectiveness of GBA, to show how GBA enhances students’ writing skill, as well as the research trends related to GBA in teaching ESL/EFL writing. Using databases such as Scopus, ERIC, Francis & Taylor, google Schoolar and etc., studies published from 2019-2025 with a total of twenty studies. This review used thematic analysis to categorize the main themes that emerge in the selected studies. The review reveals that GBA significantly enhances learners’ genre awareness, textual organization, and communicative competence through explicit instruction and scaffold learning stages. However, it also identifies major challenges, including limited teacher knowledge of genre theory, lack of institutional support, and contextual constraints in exam-oriented curricula. Overall, this review confirms that GBA is an effective and contextually adaptable framework for developing writing proficiency in ESL/EFL classrooms, while also highlighting the need for further longitudinal and technology-integrated studies to strengthen its pedagogical application.
Applying Constructivist: Authentic Project-Based Learning for Increasing Performance in Writing Outcomes Isnaniah, Isnaniah; Forsia, Lastry; Hidayat, Sholeh
Foremost Journal Vol. 7 No. 1 (2026): Volume 7 No. 1
Publisher : Teacher Training and Education Faculty of Syekh-Yusuf Islamic University Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33592/foremost.v7i1.8068

Abstract

Writing is a complex and essential skill in English as a Foreign Language (EFL) learning that requires not only linguistic accuracy but also cognitive engagement, interaction, and reflection. This study aims to examine the relationship between constructivist writing instructional practices implemented through Authentic Project-Based Learning (A-PBL) and students’ writing performance outcomes. Employing a quantitative quasi-experimental one-group pre-test–post-test design, the study involved 35 first-semester undergraduate students enrolled in a Writing course at Universitas Islam Syekh Yusuf. Data were collected through writing performance tests assessing contextual, interactive, and reflective writing, as well as a questionnaire measuring students’ engagement in constructivist practices, including brainstorming, collaborative writing, peer feedback, real-world writing tasks, and instructional scaffolding. The data were analyzed using descriptive statistics, multiple regression analysis, and Canonical Correlation Analysis (CCA). The findings reveal a statistically significant multivariate relationship between constructivist learning practices and writing performance outcomes, with interactive and reflective writing emerging as the most strongly influenced dimensions. Although contextual writing did not show a direct significant effect, it functioned as a foundational component supporting higher-level writing engagement. The study concludes that constructivist-oriented writing instruction, particularly through A-PBL, effectively promotes interactive and reflective writing development and provides a theoretically grounded approach for enhancing EFL writing performance in higher education contexts.
Co-Authors -, Purnawati Ahlina, Hilyati Aliarahmi, Qori Armelia, Nanda Azahra, Ngemas Humairo Nur Berliana, Ainun Dzikri, Maulana Syarif Estu Niana Syamiya Hamid, Syifa Fadhilah HASANAH, SITI NURUL Hidayat, Sholeh Hubi, Zindan Baynal Iin Ainun Nissa Isnaini, Septiana Isnaniah, Isnaniah Khilda Shopia Lestari Wahab, Andi Yustira muhidin, asep Nadya, Aisha Nirmala, Nirna Nuraini, Hery Nurul Anriani Purnawati, Purnawati Sabur, Ambuy Siregar, Indah Permata Sari SRI LESTARI Sri Lestari Sudarmaji, Imam Sudarmarji, Imam Sukendra, Irmala Swara, Marrieta Moddies Tiara, Ana Wahid, Farid Ibnu Widiarti, Aniek Yusuf, Danu Zuhairiah, Fadhilatul