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All Journal Foremost Journal Abdimas Indonesian Journal Conscientia Sintaksis: Publikasi Para Ahli Bahasa dan Sastra Inggris
Kamila, Fatima
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Religion Economics, Econometrics & Finance Education Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Social Sciences Other

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Teks Autentik dalam Pemahaman Membaca Kelas Daring: Efektivitasnya Terhadap Hasil Belajar Pembelajar Muda Kamila, Fatima; Duwi Purwandari, Junita
Sintaksis : Publikasi Para ahli Bahasa dan Sastra Inggris Vol. 2 No. 6 (2024): November: Publikasi Para ahli Bahasa dan Sastra Inggris
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/sintaksis.v2i6.1508

Abstract

In understanding foreign language texts, there are several challenges faced by young learners. The transformation of the learning system into online increasingly adds new problems for them. Students' motivation in online learning is relatively low, while the acquisition of foreign language reading comprehension demands great motivation (Fareh, 2010). Authentic text can be a solution to this problem. Therefore, this study was conducted to test its effectiveness in improving young students' reading comprehension in online classes and to examine their perceptions of teaching reading comprehension using authentic texts in online classes. This research is a quasi-experimental research with one group pre-test post-test design. The data generated is quantitative data in the form of student learning outcomes and reading interest questionnaires. The results showed that the use of authentic texts was proven to be effective in resolving new conflicts that arose in the online foreign language reading comprehension class. In addition, students' perceptions of the use of authentic texts are also good. However, the role of teachers and students is needed in its implementation
ENGLISH LANGUAGE USAGE IN THE WORKPLACE: CHALLENGES AND STRATEGIES FOR IMPROVEMENT Purwandari, Junita Duwi; Kamila, Fatima; Pelawi, Rinawati
Conscientia - Journal on Language, Literature, and Culture Vol. 21 No. 1 (2025): Conscientia Vol 21 No 1 2025
Publisher : Sekolah Tinggi Bahasa Asing LIA Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58364/conscientia.v21i1.105

Abstract

In today’s globalized business environment, English plays a vital role in professional communication, especially in non-English-speaking countries like Indonesia. This study explores English language usage in Indonesian workplaces, the challenges employees encounter, and their motivation to improve proficiency. It aims to understand how English affects workplace dynamics and identify strategies to enhance communication. Using a quantitative, cross-sectional survey design, data were collected through a structured questionnaire completed by employees across various sectors. The 26-item instrument measured language use, perceived difficulties, attitudes, and motivation on a 5-point Likert scale. Descriptive statistical analysis was used to interpret the findings. Results indicate that receptive skills (e.g., reading English documents) are used more frequently than productive skills (e.g., speaking in meetings). Participants reported moderate difficulties in expressing ideas and understanding accents, but showed strong awareness of English’s importance and high motivation to improve. Additionally, there was a strong expectation for organizational support, such as training programs and communication policies. This study highlights the need for targeted interventions to bridge communication gaps and promote effective English usage. With high employee motivation and clear institutional demand, organizations have a valuable opportunity to strengthen their workforce's communicative competence and global competitiveness.
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.
Speak to Sell: Pelatihan Singkat Presentasi Produk dalam Bahasa Inggris Untuk Siswa SMK Kamila, Fatima; Nur Endah, Dian; Dwi Purwandari, Junita; Mulfias Yuli, Ery
Abdimas Indonesian Journal Vol. 5 No. 2 (2025)
Publisher : Civiliza Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59525/aij.1332

Abstract

Public speaking skills using English are still a major challenge for Vocational High School students in Indonesia, even though these skills are needed in the competitive world of work. Therefore, this Community Service Program is carried out to design and implement training programs that focus on strengthening students' professional communication. The purpose of this activity is to improve the English language skills of Vocational High School students, especially in the aspects of public speaking and presentation skills. The program is implemented at SMK Media Informatika using a project-based learning approach combined with group discussions, where students design imaginary products and present them in English. Scientifically, this activity contributed to the development of a project-based product presentation training model for vocational education contexts that integrates language reinforcement, professional communication, and job readiness in a single applied training design. This model has the potential to be replicated as an evidence-based service approach to improving the communication competence of vocational school students.
English Language Acquisition in Deaf Learners with Hearing Parents and Hearing Learners with Deaf Parents Dafi, Muhammad Arkan; Khairan, Muhammad; Ajeng, Ananda; Najwa, Najwa; Yuli, Erly Mulfias; Kamila, Fatima
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.v7i1.8287

Abstract

Early language access plays a decisive role in shaping communicative competence and motivational dispositions in English as a Foreign Language (EFL) learning. Within deaf education contexts, differences in linguistic environments often result in unequal opportunities to develop confidence and willingness to engage in communication. Framed by Surdo-glottodidactics, this paper offers a qualitative documentary-based comparative analysis of deaf learners with hearing parents and hearing learners who are Children of Deaf Adults (CODAs). Drawing on interdisciplinary literature in deaf studies, bilingualism, and second language acquisition, the analysis highlights how parental support interacts with the timing and accessibility of language exposure to influence learners’ Willingness to Communicate (WTC). The findings suggest that early and visually accessible language input, particularly sign language during the first six months of life, provides a crucial linguistic foundation for deaf learners. In contrast, CODAs benefit from a “bimodal advantage” through continuous exposure to both signed and spoken languages, fostering higher communicative confidence. This study concludes that parental facilitation as a primary catalyst for communicative success and ensuring coordination between home and school is crucial to sustain consistent vocabulary exposure.
Co-Authors Ajeng, Ananda Dafi, Muhammad Arkan Dian Nur Endah Duwi Purwandari, Junita Dwi Purwandari, Junita Khairan, Muhammad Mulfias Yuli, Ery Najwa Najwa Pelawi, Rinawati Purwandari, Junita Duwi YULI, ERLY MULFIAS