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Foremost Journal
Published by Universitas Islam Syekh Yusuf Tangerang
ISSN : -     EISSN : 2721642X     DOI : -
Core Subject : Education, Social,
Social Sciences Other
FOREMOST Journal invites scholars, researchers, and students to contribute the result of their studies and researches in English with scopes language education, applied linguistics (including sociolinguistics, psycholinguistics, and neurolinguistics) in language education, cultural studies & cultural education, intercultural education, Translation studies and education, and research methods in related fields.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 98 Documents
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Systematic Literature Review: Students’ Challenges in Enhancing Reading Comprehension in Online Classrooms Husna, Ayuri Rafikatul Husna; Istabana, Aly Ilham
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.v6i2.7539

Abstract

While many studies have examined the challenges of online learning during the COVID-19 pandemic, but little focus has been focused on the unique challenges faced by students in enhancing their reading comprehension in online classrooms. The purpose of this study is to thoroughly examine the body of study findings in order to identify and define all of the challenges that students find, as well as to examine the strategies used to enhance reading comprehension skills in online classroom settings. This study investigated 15 peer-reviewed journal articles that were published between 2016 and 2025 using the Systematic Literature Review (SLR) method. The articles, which focused on studies involving EFL/ESL students in online or blended English language learning contexts, were chosen using particular inclusion and exclusion criteria. Thematic synthesis was utilized to analyze the data and classify recurrent issues. The results showed that students had a number of interconnected issues, such as a lack of motivation and self-control, a lack of interaction and feedback, a lack of digital literacy, and cognitive overload from multimedia content. Furthermore, socioeconomic factors like reliable internet access and suitable devices are also crucial. This study highlights the importance of interactive, scaffolded, student-centered reading activities.  By focusing emphasis on the challenges associated with online reading, it supports educators, curriculum developers, and policymakers in enhancing online reading instruction.
Integrating Deep Learning and AI in CLT-Based English Course Design: A Qualitative Study of EFL Tutors Yahya, Aliya Izet Begovic; Surwiti, Surwiti; Hasbullah, Hasbullah; Musliman, Acep; Syamsudin, Oom Rohmah
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.v6i2.7677

Abstract

This study aims to explore how English tutors at the New Concept English Education Centre course institution integrate Artificial Intelligence (AI) technology and deep learning approaches in Communicative Language Teaching (CLT)-based learning planning. Using a qualitative approach with an exploratory case study design, data was collected through in-depth interviews, document studies, and classroom observations of 20 tutors who had participated in AI training. The results show that tutors understand the strategic role of AI in designing communicative, adaptive, and personalized learning. Tutors leverage various AI tools such as ChatGPT, Grammarly, and simulation videos to develop interactive speaking-based modules. This integration has a positive impact on increasing student engagement and the technological literacy of tutors. This research makes a theoretical and practical contribution to the development of technology-based learning models in the non-formal course sector, as well as encouraging tutors to be more adaptive to digital transformation in English language education.
Implementation of the Merdeka Curriculum and Integration of ICT Competences in English Lessons at Senior High School Yahya, Aliya Izet Begovic; Mutakin, Tatan Zenal; Sajiman, Supardi Uki; Wahid, Sunar
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.v6i2.7678

Abstract

As Indonesian schools transition toward the Merdeka Curriculum’s student-centered approach, understanding how Information and Communication Technology (ICT) is integrated into English language learning is increasingly critical. This study aims to explore the implementation of the Merdeka Curriculum and the integration of ICT based on the UNESCO framework in English language learning at public high schools in the Greater Jakarta area, specifically SMAN 1 Bekasi, SMAN 5 Bekasi, SMAN 1 Depok, and SMAN 48 Jakarta. The Merdeka Curriculum, introduced to provide flexibility in learning, is expected to enhance students' competencies and character through a more adaptive approach to individual needs. One important aspect of this curriculum is the utilization of ICT, which is expected to enrich the interaction between teachers and students and improve access to information. This research employs a qualitative approach with a case study methodology to examine how teachers understand and implement the curriculum and the extent to which ICT is integrated into English language learning, while descriptive statistical analysis is used to analyze the questionnaires. Based on interviews, observations, and document analysis, the results show that the majority of teachers have understood the Merdeka Curriculum, but its implementation remains inconsistent. The main challenges faced include limited resources, insufficient training, and inadequate technology readiness. Furthermore, support from school leaders and the availability of adequate ICT facilities are crucial factors in the successful implementation of this curriculum. Although the use of ICT in teaching is present, it has not been fully optimized. This study suggests the need for appropriate strategies and full support from schools to overcome these challenges. The implementation of the Merdeka Curriculum has great potential to improve the quality of education, but it requires careful planning and better infrastructure development.
Commodifying Mental Health: Genre and Commercial Strategy in Sinemaku Pictures’ Film Narratives Nur Endah, Dian
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.v6i2.7726

Abstract

This study examines how mental health operates as both an emotional narrative device and a commercial strategy in three Indonesian films: Kukira Kau Rumah (2021), Ketika Berhenti di Sini(2023), and Bolehkah Sekali Saja Kumenangis (2024). Intrinsically, the films portray young female protagonists entangled in familial dysfunction and psychological distress, reinforcing popular genre formulas of emotional victimhood and romantic salvation. Drawing on Cawelti’s formula theory and Adorno’s culture industry critique, the study shows how mental health is stylized into consumable spectacle, balancing originality with familiar tropes to ensure audience identification. Extrinsically, the commodification of mental health is evident in promotional strategies using emotional endorsements, celebrity influence, and outreach programs. Through the lens of Hesmondhalgh’s political economy of media and Dyer’s star studies, the research argues that mental health becomes emotional capital—marketed through star personas and affective narratives to boost engagement, empathy, and commercial success.
The Effect of the Story Map Method in Narrative Text to Improve Students' Reading Skills Sukendra, Irmala; Chahyadin, Delvia; Sabur, Ambuy
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.v6i2.7727

Abstract

Investigation on instructional strategies provides valuable insights that contributes to students’ better academic outcomes. This study aims to determine the significant effect of using the story map method on improving the reading skills of eleventh-grade science students at Madrasah Aliyah Attaqwa Tangerang. The research specifically focuses on their comprehension of narrative text learning material during the 2023/2024 academic year. This study employed a Quasi-Experimental Design. The research population consisted of all eleventh-grade science (XI IPA) students at Madrasah Aliyah Attaqwa Tangerang for the 2023/2024 academic year. The sample size was 30 students. Data were collected through pre-test and post-test instruments to measure student reading skills before and after the intervention. The collected data were tested for assumptions and found to be both normally distributed and homogeneous. Subsequently, hypothesis testing was conducted using a paired sample t-test. The results of the hypothesis test led to the rejection of the null hypothesis (Ho) and the acceptance of the alternative hypothesis (Ha). This indicates a statistically significant positive effect from using the story map method. Therefore, it is concluded that the story map method effectively improves the reading skills of eleventh-grade science students at Madrasah Aliyah Attaqwa Tangerang in narrative text comprehension.
Palestine and Israel Conflict: Disagreement Strategies on Social Media X Discussion Purnawati, Purnawati; Anwar, Miftahulkhairah; Rohman, Saifur
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.v6i2.7728

Abstract

Nowadays, social media has become a profound place for people to express their opinion and ideas, one of them is X social media (formerly known as Twitter). This study analysed how people expressed their opinion specifically on their disagreement strategies in X post. Thus, the focus of this research is to examine the types of disagreement found in the X corpus based on the linguistic used. There are 176 tweets taken from disagreement comments on 4 postings about recent Palestine and Israel conflicts. It was analysed manually by codifying on the types of disagreement. The finding revealed that the major type of disagreement is mitigating disagreement reaching 65%. While 10% of unmitigated disagreements expressions were categorized as aggravated. Furthermore, there were found types of employed mitigated disagreement including: Adding support (43%), Sarcasm (25%), Indirect (23%), Modulation (5%), and Delay (3%). The finding showed that people on social media tend to mitigate their disagreements using explanation and sarcasm. The mildest way to convey disagreements gained the least numbers of frequency. Therefore, it can be said that people in social media tend to openly express their disagreements by strong statements. This research can be a reference on how people digitally interact in social media.
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.
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.

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