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All Journal JISIP: Jurnal Ilmu Sosial dan Pendidikan Holistika : Jurnal Ilmiah PGSD Journal of English Teaching and Applied Linguistics (JETAL) JL3T (Journal of Linguistics, Literature and Language Teaching) Foremost Journal
Arianti, Theresia
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Arts Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Journal : Foremost Journal

 1 
Students’ Difficulties in Listening Sessions through Liveworksheets At SMP Puri Artha Karawang Nasywarindi, Meisya Afiyah; Arianti, Theresia
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.v6i1.4901

Abstract

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.
Students’ Perception on Regular English Classes and Advanced English Classes Anugrahani, Gracia Dea; Arianti, Theresia
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.v6i1.4926

Abstract

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.
Teacher's Use of Written Corrective Feedback for Students' Writing Errors Utami, Sekar Intan; Arianti, Theresia
Foremost Journal Vol. 4 No. 2 (2023): Volume 4 No. 2 August 2023
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.v4i2.3668

Abstract

Teachers offer corrective feedback to boost students' motivation. The importance of this study is because corrective feedback in education has an important role because students can find out the errors in writing English. Previous studies have examined Written Corrective Feedback in students’ writing. However, none had conducted a study on this topic at the school where the current study was conducted. This is the gap fulfilled by this study. This study aims to find out the types of student errors in English writing at a Junior High School in Jakarta and to find out the types of Written Corrective Feedback that are often used by the teachers there. This study used descriptive qualitative research methods. This study reveals that there are 13 types of errors found in students’ writing, which are singular-plural, word form, word choice, verb tense, adding a word, omitting a word, word order, incomplete sentence, spelling, punctuation, capitalization, article, and meaning not clear. The findings also reveal that Direct Corrective Feedback is the type of feedback that is mostly used by the teachers to correct students’ errors. It is hoped that future studies could elaborate more on the reasons why teachers prefer a particular type of Written Corrective Feedback.
Indonesian and English Cultural Values in Buku Bahasa Inggris Textbook Grade 8 Qamarina, Dian; Arianti, Theresia
Foremost Journal Vol. 4 No. 2 (2023): Volume 4 No. 2 August 2023
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.v4i2.3680

Abstract

Textbooks play an important role in introducing students to various cultures. Majority of English teachers only concentrate on teaching four language skills rather than introducing culture to their students. It is critical to analyze cultural aspects in textbooks, particularly in English subjects, to ensure that the cultural values are represented in the English textbook. This study was conducted to find out multicultural values of the source culture and target culture that are represented in Buku Interaktif Bahasa Inggris, discover what techniques of multicultural values of the source culture and target culture are represented, and find out what culture is more represented in Buku Interaktif Bahasa Inggris. This study used content analysis method in order to collect and analyze the data. The result of this study shows that source culture is strongly represented in the textbooks, with National Geography as the multicultural value that mostly appears in the book, conveyed by Geographical Factors as the technique. This study could be useful for both teachers and authors as an input and evaluation so that cultural content can be included and considered in the textbooks or learning process.
Spoken Corrective Feedback in Offline Speaking Lessons at MNC University aiddin, Malevna baha; Arianti, Theresia
Foremost Journal Vol. 5 No. 1 (2024): Volume 5 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.v5i1.3688

Abstract

This study needs to be conducted because the teacher as a facilitator plays an important role in providing feedback and giving additional information in the form of an explanation regarding errors in giving verbal motivation. This research aims to fulfill some objectives: 1) To investigate the kinds of corrective feedback that are most frequently utilized by the lecturer at MNC University 2) To analyze the reasons why the lecturer used this type of spoken corrective feedback in speaking classes at MNC University. This research used descriptive qualitative research approach. This study reveals that explicit with metalinguistic feedback was the most used type of feedback found; linearity between the feedback and students’ needs and objectives is the main reason why the lecturer prefers this type of feedback.
Teachers' Use Of Oral Corrective Feedback During Grammar Classes At SMPN 189 Maulida, Windy Jilan; Arianti, Theresia
Foremost Journal Vol. 5 No. 2 (2024): Volume 5 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.v5i2.3693

Abstract

Feedback given by the teachers are constantly required for their students to grow and learn. Oral corrective feedback is an essential part of the language development process. The aims of this study are to discover what types of errors that English teachers prefer to provide feedback on, to find out what type of oral corrective feedback is mostly used in the classroom, and to find out teacher's reason of preferred type of oral corrective feedback that is used in the classroom. This study helped the students be aware of their errors during reading classes and helped the teacher discover the appropriate types of oral corrective feedback for their students. This study employed a case study as a method and a qualitative descriptive approach. The most frequent errors made by students were morpho-syntactic errors. Feedback types mostly used in the grammar class were Recast and Elicitation Request. It is suggested that future studies conduct the same research but with written corrective feedback.
Vocabulary Teaching Strategies Used by Teachers at SMPN 264 Jakarta Miranda, Khoerunnissa; Arianti, Theresia
Foremost Journal Vol. 5 No. 1 (2024): Volume 5 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.v5i1.3696

Abstract

This research is a study to describe the strategies used by teachers in teaching vocabulary. This study is important to be conducted because learning vocabulary is basic to raw building blocks that students can use to express their thoughts, and ideas and share information in both oral and written form. Previous studies on this topic have been conducted but none has been conducted at SMPN 264. This is the gap that is fulfilled by the current study. The current study was conducted at SMPN 264 Jakarta Barat. The aim of the study is to find out the strategies used by teachers in teaching vocabulary. This study used a case study on vocabulary teaching strategies as the methodology. The finding shows that the most frequently used strategy by teachers at SMPN 264 Jakarta is translating, while memorization is the least used strategy.
Teaching Strategies in English Extracurricular Activities at SMAN 85 Jakarta Delia Mapela; Arianti, Theresia
Foremost Journal Vol. 5 No. 2 (2024): Volume 5 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.v5i2.4900

Abstract

Teaching strategies is one of the things that must be a concern for teachers, especially language teachers. Unfortunately, it is not uncommon for teachers to ignore this in the learning process. This can be seen from the way teachers choose teaching strategies which are sometimes not appropriate to the skills to be taught. This study included a participant which is a teacher from English Club at SMAN 85 Jakarta. In conducting the study, the researcher applied a qualitative method with a case study. The researcher used observation form and interviews as the instruments of this study. The results show that the most used teaching strategy in English Club at SMAN 85 Jakarta is direct learning strategy, while the least used teaching strategy is bottom-up strategy. The researcher also found that the reason for the teacher choosing a teaching strategy is mostly for the students to easily understands the concepts of the material used in the teaching strategies.
Co-Authors Afifah, Fadhilah Nur aiddin, Malevna baha Anugrahani, Gracia Dea Delia Mapela Imam Santosa Maulida, Windy Jilan Miranda, Khoerunnissa Nasywarindi, Meisya Afiyah Nurkhamidah, Neni Qamarina, Dian Utami, Sekar Intan Yutika Seli, Fenny