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Pelawi, Rinawati
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Education Languange, Linguistic, Communication & Media Social Sciences Other

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Journal : Foremost Journal

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Analysing Oral Fossilisation in a Pre-Intermediate Business English Class: A Case Study Pelawi, Rinawati
Foremost Journal Vol. 6 No. 1 (2025): Volume 6 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.v6i1.6800

Abstract

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.
Triangulating Critical Reading: A Comparative Study of Written, Visual, and Oral Assessments in an EFL Context Kamila, Fatima; Pelawi, Rinawati
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.v6i2.7729

Abstract

Critical reading is a vital skill for tertiary EFL learners, as it helps develop deeper understanding and analytical thinking. However, most assessment practices still rely heavily on paper-based tests that primarily measure comprehension in a limited way, leaving a gap in understanding how students demonstrate critical reading through alternative methods. This study investigates how tertiary-level EFL students demonstrate critical reading through three assessment formats: a written paper-based test, a visual concept map, and an oral BookTalk presentation. Drawing on descriptive data from ten English Literature students enrolled in a Critical Reading course, the study compares performance across these modalities to understand how each format supports different dimensions of critical reading. Findings show that while paper-based assessments effectively measure basic comprehension, visual and oral tasks better reveal skills such as synthesis, interpretation, and personal response. Students who performed moderately on written tests often improved significantly in the visual and oral tasks, suggesting that multimodal assessments better capture learners’ critical engagement. The results underscore the value of integrating varied assessment types to form a more comprehensive and equitable understanding of student learning. By including visual and oral formats, educators can support a wider range of learner strengths and foster deeper interaction with texts. This study contributes to expanding assessment practices in tertiary EFL contexts by highlighting the potential of alternative formats in developing students’ critical reading skills.
Co-Authors Kamila, Fatima Purwandari, Junita Duwi